The conception of training still seems to be very marked by the Taylorian model of division of labour between designers of solutions and knowledge and enforcement agents who do not have to ask themselves the fundamental problems but simply to record, apply and adapt. Disciplinary teaching is still massively conceived, either in a pedagogy of masterful-dialogue transmission, as an operation of popularization in the form of contributions of knowledge of an informative type, or, since the introduction of pedagogy by objectives, as a shaping of behaviours. While multidisciplinary education, when confronting the trained with the complexity of reality, tends, in agricultural education at least, to refer massively to non-directive pedagogies. Although agricultural education has been directly linked to a profession since its inception, its activities have gradually spread to other needs of the territory and to audiences other than the children of farmers, and now trains in the sectors of agriculture, the environment and services to people. Agricultural education was built on a dual objective, professionalization and education. Confronted for several decades with an evolution of technological knowledge, production contexts, and the social composition of learners (who are now 85% from non-agricultural backgrounds), agricultural education offers multiple examples of adaptation.

education, languages, non-formal, agriculturists, teaching

agronomy

Presentation: poster