Suchergebnisse

The Ecophyto Plan imposes a 50% reduction of pesticides by 2025, generating a paradigm shift in crop protection. To 'Produce differently' reconciling techno-economic, environmental and social performances is an issue. Agricultural education plays a key role in training future farmers. Teaching-learning the construction of agro-ecological and socioeconomic reasoning favoring alternatives to pesticides, linked in sustainable development, contributes to prepare future farmers to develop agroecosystems using fewer pesticides. It is an agronomic socially acute question that involves emerging, distributed, plural and controversial knowledge, which supposes to consider the risk/uncertainties of the solutions and values of the actors. Our research crossing the didactic of socially acute questions and of agronomy provides a model for problem situation favoring the emergence of adequate reasoning and an analytical grid of the levels of complexity of the reasoning. These model and grid have been tested with pupils/students in two levels of vocational agricultural training (baccalaureat and post baccalaureat). The quali-quantitative analyzes show that pupils/students build Agro-socio and economic reasoning, that students are better equipped to design alternative than pupils at the "baccalauréat" level. By revealing supports and obstacles in teaching-learning to 'produce differently', the device is an educational tool for structuring the learning of pupils/students on the complexity of the issues, while expanding the scope of reference in knowledge. ; Le plan Ecophyto imposant de réduire de 50% les pesticides, d'ici 2025, génère un changement de paradigme dans la protection des cultures. Produire autrement en conciliant des performances technico-économiques, environnementales et sociales est un enjeu. L'enseignement agricole joue un rôle-clé en formant de futurs agriculteurs. Enseigner-apprendre à construire des raisonnements agro-écologiques et socioéconomiques favorisant les alternatives aux pesticides, inscrites dans le ...

The Ecophyto Plan imposes a 50% reduction of pesticides by 2025, generating a paradigm shift in crop protection. To 'Produce differently' reconciling techno-economic, environmental and social performances is an issue. Agricultural education plays a key role in training future farmers. Teaching-learning the construction of agro-ecological and socioeconomic reasoning favoring alternatives to pesticides, linked in sustainable development, contributes to prepare future farmers to develop agroecosystems using fewer pesticides. It is an agronomic socially acute question that involves emerging, distributed, plural and controversial knowledge, which supposes to consider the risk/uncertainties of the solutions and values of the actors. Our research crossing the didactic of socially acute questions and of agronomy provides a model for problem situation favoring the emergence of adequate reasoning and an analytical grid of the levels of complexity of the reasoning. These model and grid have been tested with pupils/students in two levels of vocational agricultural training (baccalaureat and post baccalaureat). The quali-quantitative analyzes show that pupils/students build Agro-socio and economic reasoning, that students are better equipped to design alternative than pupils at the "baccalauréat" level. By revealing supports and obstacles in teaching-learning to 'produce differently', the device is an educational tool for structuring the learning of pupils/students on the complexity of the issues, while expanding the scope of reference in knowledge. ; Le plan Ecophyto imposant de réduire de 50% les pesticides, d'ici 2025, génère un changement de paradigme dans la protection des cultures. Produire autrement en conciliant des performances technico-économiques, environnementales et sociales est un enjeu. L'enseignement agricole joue un rôle-clé en formant de futurs agriculteurs. Enseigner-apprendre à construire des raisonnements agro-écologiques et socioéconomiques favorisant les alternatives aux pesticides, inscrites dans le ...

Les débats sur l'évolution et les impacts de l'agriculture sur la santé, sur l'environnement naturel ou socio-économique conduisent à considérer les questions agro-environnementales comme une question socialement vive. La transition agroécologique vers un système plus durable, soutenue par les instances politiques, est confrontée à un verrouillage du régime socio-technique. Le maintien d'un enseignement d'une agriculture intensive contribue à ce verrouillage socio-technique. L'enseignement des questions socialement vives peut contribuer au déverrouillage pour s'orienter vers la transition agroécologique, d'une part, grâce à des ingénieries didactiques innovantes et participatives qui constituent des innovations de niche, et d'autre part, en inscrivant l'enseignement dans un paysage sociotechnique relevant de la « late » modernité. La late modernité oblige à prendre quelques distances avec l'idée de progrès ou de rationalité et à considérer les dimensions politiques et économiques, les incertitudes et les risques ainsi que les valeurs dans les problématiques agroenvironnementales. ; The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider Agri-environment issues as a socially acute questions (SAQs). The agroecological transition towards a more sustainable system, supported by the political authorities, faces a lock in socio-technical system. Maintaining a teaching of intensive agriculture contributes to this socio-technical lock in. The teaching of socially acute questions can contribute to unlocking to move towards agroecological transition, firstly, through innovative educational engineering and participatory learning which constitute niches for innovation and secondly, by entering teaching in a socio-technical landscape within the late modernity. The late modernity obliges to take some distances with the idea of progress or rationality and to consider the political and economic dimensions, uncertainties and risks and the values in agri-environmental issues.

The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider agri-environment issues as socially acute questions (SAQs). The agro-ecological transition towards a more sustainable system, supported by the political authorities, faces a lock-in socio-technical system. Maintaining a teaching of intensive agriculture contributes to this socio-technical lock in. The teaching of socially acute questions can contribute to unlocking to move towards agro-ecological transition, firstly, through innovative educational engineering and participatory learning which constitute niches for innovation and secondly, by entering teaching in a socio-technical landscape within late modernity. Late modernity obliges to distance from the idea of progress or rationality and to consider the political and economic dimensions, uncertainties and risks and the values in agri-environmental issues.