Epistemological Fundamentals of Agriculture Education in Cuba

  • Oscar Leopoldo Parrado Álvarez Dr. C. Ph.D., Full Professor, Department of Agricultural Education, University of Camagüey Ignacio Agramonte Loynaz
  • Luisa Carrión Cabrera Dr. C. Ph.D, Full Professor, Department of Marxism -Leninism, Julio Antonio Mella Campus , University of Oriente: lisa@uo.edu.cu
  • Biofredis Castro Torres, M. Sc. M. Sc., Assistant Professor, Department of Agricultural Education, University of Camagüey Ignacio Agramonte Loynaz

Resumen

The epistemological fundamentals of agricultural education are presented in this paper. Several theoretical referents are included as epistemological fundamentals on agricultural education: Marti´s ideas about agriculture and instruction, the axes agriculture-education-politics; practical instruction in agriculture; instruction-technological innovation-agricultural extension; and projection-sustainability; agroecology as a science, with levels of complexity and relationships that make possible to tackle the complexities of reality from various epistemological approaches, and their participatory approach of social movements, and transforming reality based on knowledge discussion, struggle for equity, self-determination, and social justice; the agrosemiotic vision of training; and the integration of ecosystem service potentials of agrobiodiversity. Education in agriculture (EA) is defined as a complex, dynamic, hermeneutic, and dialogical process of empowering agricultural activities oriented to sustainability. 

Publicado
2018-06-02
Cómo citar
Parrado Álvarez, O., Carrión Cabrera, L., & Castro Torres, B. (2018). Epistemological Fundamentals of Agriculture Education in Cuba. Agrisost, 23(3), 124-144. Recuperado a partir de https://revistas.reduc.edu.cu/index.php/agrisost/article/view/2378