Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain

In a context of re-definition what is Agroecology, we reflect on the characteristics an agroecological education for food sovereignty (AEFS). To do this, analyse four courses self-claiming to have focus in formal and non-formal spheres Brazil Spain by answering three questions: “from where” (motivations actors promoting it), “who” (teachers, students), “how” (pedagogies). We describe commonalities differences among them show that developing AEFS, most important question from where. However, may exist between spheres, mostly who how. AEFS classroom based diálogo de saberes, participatory methodologies dynamics with rotational (alternancia) learning dialectic theory practice reflection action. Furthermore, emotional organizational spaces are as “official” content course. conclude despite existing barriers follow some pedagogical tools sphere, it possible develop transformative education.