Epistemological Fundamentals of Agriculture Education in Cuba

Main Article Content

Oscar Leopoldo Parrado Álvarez
http://orcid.org/0000-0002-6345-6270
Luisa Carrión Cabrera
https://orcid.org/0000-0002-9110-9831
Biofredis Castro Torres, M. Sc.
https://orcid.org/0000-0003-1087-8215

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. 

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Cómo citar
Parrado Álvarez, O., Carrión Cabrera, L., & Castro Torres, B. (2017). 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
Sección
Monografías