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Variations pédagogiques pour une formation à l'agroécologique : l'exploitation du lycée agricole, lieu de la conduite d'essais, pour l'accompagnement du changement agroécologique

Abstract : Feeding people, preserving biodiversity, assessing the risks linked to climate changes are at stake in the agroecological transition. This movement is both a precribed change and a local innovation in the farms of French agriculture vocational schools. The study focuses on the implementation of a pedagogical variation for agroecological training. The thesis refers to the phenomenon of production, particularly in agriculture. An exploration of different models taking into account teaching as well as learning situations was carried out and we retain the model of “peri-mastering”. In the Education science, this is a theory of the subject at the crossroads of psychology, psychosociology, sociologicy and anthropology approach to the conditions of learning. In its praxeological leg this thesis shows an implementation of pedagogical variability on the high-school farm. This research is part of a group of works dealing with the accompaniment of change and their emancipatory aim. It explores the possibility of renewal of the organization of the conditions of agroecological learning. The methodology is based on observating three contrasting situations: firstly in the form of participant observation, secondly by interviewing students and members of the teaching team engaged in the realization of a “local initiative module”. A national survey closes the data collection. The first results show the interest of multidisciplinary team projects that use the farm as a teaching aid. The learners' interviews, in situ, before and after an experiment in conducting agroecological tests, characterize the evolution of their conceptions in order of implementing agroecological levers. The national survey explores the pedagogical potential of the farm, as a tool for experimentation, an organization to change training in order to change farming. By linking thse different methodologies with different levels of analysis, we have highlighted the decisive influence of field practice, the significant effect of conducting tests in order to build new knowledge, their emancipatory dimension, we have shown the best forces to be used to teach and learn agroecology, the role of the teacher and the conduct of evaluations in organizing the teaching curriculum. In terms of knowledge production, this thesis contributes to shedding light on the process of accompanying change and aims at developing an understanding of the conditions of learning agroecology, the variability of it, the interest in training at different levels of education institutions.
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Submitted on : Thursday, December 12, 2019 - 5:54:06 PM
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  • HAL Id : tel-02408087, version 1



Jean-Claude Gracia. Variations pédagogiques pour une formation à l'agroécologique : l'exploitation du lycée agricole, lieu de la conduite d'essais, pour l'accompagnement du changement agroécologique. Education. Université Toulouse le Mirail - Toulouse II, 2018. Français. ⟨NNT : 2018TOU20041⟩. ⟨tel-02408087⟩



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