Por um modelo pedagógico para uma educação agroecológica em perspectiva camponesa e indígena: avanços, tensões e desafios no Brasil e no México

This article presents the conception, advances, challenges and tensions that emerge from the proposal of an educational-pedagogical model for agroecology. For this, we present two educational experiences from micro-contexts in Mexico and Brazil, constructed by indigenous and peasant movements. One is the "U YITS KA’AN” Ecological Agriculture School, in Mani, Yucatan, Mexico, and the other is the Sao Jose High School, a rural school located in the 25 de Maio Settlement, in Madalena, Ceara, Brazil. We characterize the diversity, complexity, and combinations that permeate the strategies of the movements faced with the demand for agroecology education, and how these interface in the dispute for an educational model linked to the socio-historical context of the indigenous and peasant struggle in both countries.