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Enseigner l’agroécologie signifie intégrer autant que possible la pluralité, la complexité et l’instabilité de savoirs controversés entre plusieurs approches de l’agroécologie. Nous appréhendons cet enseignement dans le cadre de la didactique des Questions Socialement Vives. Nous abordons l’agroécologie par ses questionnements : quels sont les problèmes prioritaires à résoudre ? Quels espace et temporalité apparaissent pertinents pour la construction d’agroécosystèmes ? Comment prendre en considération les dimensions écologique, sociale et humaine et quelles pratiques cohérentes y adosser ? Apprendre l’agroécologie revient entre autres à vivre des changements dans ses positionnements sur les différentes approches agroécologiques et à dessiner sa propre trajectoire. Nous essayons de répondre à ces questions en proposant une représentation schématique des différentes approches de l’agroécologie. Nous analysons les discours de six apprenants ayant suivi un module d’agroécologie inclus dans une formation agricole à l’aide d’un cadre d’analyse de l’argumentation adapté au contexte des controverses. Nous présentons la diversité des trajectoires de changements de positionnements sur les différentes approches agroécologiques, la complexification de l’argumentation qui s’est déployée et l’évolution desprojets d’installation. Nous en déduisons des effets du module d’agroécologie. Nous retenons l’intérêt d’une diversité didactique, la pluralité des profils des apprenants, des formateurs, des approches de l’agroécologie et de leurs controverses, des acteurs visités, sans exclure les nécessaires apports disciplinaires notamment sur la conservation des sols correspondant à un besoin d’apprentissage des apprenants. / Teaching agroecology mean integrating as much as possible the plurality, complexity and instability of controversial knowledge between several approaches of agroecology. We apprehend this teaching in the context of the didactics of Socially Acute Questions. We address agroecology through its questions: what are the priority problems to be solved? what space and temporality seem relevant to the construction of agroecosystems ? how to take into account the ecological, social and human dimensions and what consistent practices to back it up? Learning about agro-ecology means, among other things, changing its positioning on different agro-ecological approaches and drawing its own trajectory.We try to answer these questions proposing a schematic representation of the different approaches of agroecology. We analyze the discourse of six learners who have followed an agro-ecology module included in agricultural training using a framework of analysis of the argument adapted to the context of the controversies. We present the diversity of the trajectories of changes of position on the different agro-ecological approaches, the complexification of the argumentation that has been deployed and the evolution of installation projects. We deduce some effects of the agroecology module. We retain the interest of a didactic diversity, plurality of profiles of learners, trainers, approaches of agroecology and of their controversies, visited actors, without excluding the necessary contributions of the disciplinary contents, oriented in particular on the conservation of the soil corresponding to a learning need of the learners.

Cette thèse s’intéresse au travail enseignant en Sciences et Techniques des Agroéquipements (STA) dans le cadre de la transmission d’une « bonne pratique agricole » en situation d’enseignement professionnel. Elle vise à saisir l’organisation de l’activité d’enseignement, instrumentée dans un contexte particulièrement discrétionnaire et dans des environnements dynamiques multiples. Le cadre conceptuel mobilisé est au croisement de la didactique professionnelle et de l’approche instrumentale étendue. L’analyse porte à la fois sur des pratiques effectives et racontées et tient compte de la dimension symbolique de l’instrument dans la stratégie didactique mobilisée par l’enseignant. L’observation de l’activité didactique des enseignants, portant sur un même objet technique, permet de mettre en évidence les différents modes d’appropriations des instruments. L’analyse des résultats s’appuie sur la notion d’invariant (du sujet et de la situation) qui est envisagée au niveau du système d’instruments de l’enseignant et dans une articulation dialectique entre « pouvoir d’agir » et « accomplissement de soi ». La variabilité interindividuelle s’explique dans un processus dynamique de construction identitaire du sujet à l’origine « d’un sens pour soi » à chaque fois unique et sans cesse renouvelé : les connaissances en acte mobilisées par l’enseignant au travers de ses instruments apparaissent intimement liées à une forme de « re-connaissance en acte » donnant des styles d’enseignement variés. D’un point de vue plus général, les résultats valident le modèle « du sujet enseignant » proposé dans le cadre théorique en donnant à l’acte global d’enseignement une signification plus large et au-delà du langage. / This University thesis looks into the work done by teachers in Agri-Sciences and Techniques: how a "sound agricultural practice" is transmitted in a vocational teaching situation. Its aim is to grasp the organisation of the teaching activity in a particularly discretionary context and in various fluctuating situations. The conceptual framework used for this research is at the intersection of Professional Teaching Practice and an extended instrumental approach. The analytical work is based on tangible teaching practices as they were expressed, and takes into account the symbolic dimension of the device used by the teacher. As it bears on one technical element, the observation of the teachers’ activity makes it possible to highlight the various ways they make use of the chosen devices. The results analysis is based on the concept of invariance (both of the subject and the situation), as it was expected from the teacher’s range of devices and also dialectic relation between the concepts of "empowerment" and "self-accomplishment". The variations can be explained by the active process of the person’s identity construction, proceeding from the feeling of personal sense, a feeling each time unique and incessantly renewed: the teacher’s knowledge and cognition, as it is mustered through the devices used, appear to be closely linked to a form of "re-cognition", leading to varied teaching styles. From a more general point of view, the results verify the model of a "teaching person", as it was propositioned in the theoretical framework; it gives the global teaching act a broader meaning that reaches beyond language.

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 développement durable, mobilisant la discipline agronomie contribue à préparer les futurs agriculteurs à concevoir des agroécosystèmes économes en pesticides. C’est une question socialement vive agronomique qui suppose de se fonder sur des savoirs émergents, distribués, pluriels et controversés, de considérer les risques/incertitudes dont les solutions sont porteuses et les valeurs des acteurs impliqués. Notre recherche croisant la didactique des questions socialement vives et de l’agronomie propose un modèle de situation-problème favorisant l’émergence de raisonnements adaptés et une grille d’analyse de leur niveau de complexité, testés auprès d’élèves/étudiants de deux filières professionnelles de l’enseignement agricole. Les analyses quali-quantitatives montrent que les élèves/étudiants construisent des raisonnements agro-socio et économiques, que les étudiants sont mieux armés pour concevoir des alternatives. En révélant des appuis/freins à l’enseigner-apprendre à produire autrement, le dispositif est un outil didactique pour structurer les apprentissages des élèves/étudiants sur la complexité des questions, tout en élargissant le cadre de références des savoirs. / 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.

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

In South Africa, communal and/or emerging farmers’ rangeland condition and grazing capacities deteriorate, because grazing capacity is usually over-estimated due to lack of knowledge on veld and livestock production system by the farmers. Woody plants has encroached in the arid and semi-arid savannas and grasslands biomes many parts of world, including in southern Africa. This causes challenges to farm owners due to its negative effects on the herbaceous plant material, which offers a substantial part of forage for livestock production. Although the consequences of deteriorating rangeland condition on livestock production is understood, there is limited research on the impact of land ownership on rangeland condition. Furthermore, knowledge on how farmers manages their livestock and rangelands. The objectives were to document the knowledge of emerging livestock farmers on livestock-rangeland management practices, and to determine the effects of land ownership and practices on rangeland condition. Firstly, we hypothesize that, emerging livestock farmers unknowingly manages livestock in isolation from their rangelands, and secondly, rangeland in private owned lands are relatively in good conditions compared to communal and leased lands. Fifty (50) emerging livestock farmers (i.e. ruminants) in different vegetation types and district municipalities of the Gauteng province were selected using a snowball procedure. To investigate the knowledge of emerging farmers on livestock - rangeland management practices, the farmers were asked questions about their 1) demographic information, 2) livestock management practices and 3) rangeland management practices. To test the differences in farmers’ demographic profiles, Chi-square statistics was employed. To determine the effects of land ownership on rangeland condition of the selected farms, rangeland condition among three land ownership types was compared using ANOVA, and the relations between veld condition score (%) and herbaceous biomass production (kg DM/ha) was tested using Pearson’s correlation analysis The results revealed that, the emerging livestock farmer are dominated by males (68 %) compared to female (32%). Majority (66%) of the farmers are old aged (> 50 years) compared to middle aged (30% (31 – 50 years)) and young (< 30 years) farmers (4%). Farmers who did not receive any agricultural training were higher (74%) than farmers who had prior training (26%). Sixty-three percent of the farmers had knowledge and understanding of breeding and calving seasons of their livestock, with only 27% having no knowledge and understanding of breeding and calving seasons of their animals. Eighty-three percent of the farmers keep mixed livestock (cattle, sheep and goats) species and 17% only keep cattle. The mean cattle herd sizes were significantly lower 8.2 ± 7.16 compared to goats and sheep (15.5 ±11.2). Feed shortage was the major constrain to livestock production (46%) compared to diseases (26%), marketing (14%), stock theft (8%) and other (6%) constrains. Sixty-three percent of the farmers had knowledge and understanding of breeding and calving seasons of their livestock, with only 27% having no knowledge and understanding. Eighty-three percent of the farmers keep mixed livestock (cattle, sheep and goats) species and 17% only keep cattle. All of the farmers indicated that they did not conduct rangeland condition assessment (mainly due to lack of knowledge). All farmers did not have fodder conservation plan for their farms and highlighted that during dry season, forage is scarce for their animals. Majority (58%) of the farmers relay on government-drought relief programme compared to those who were supplementing (20%), selling their animals (14%) and those with no drought coping strategy (8%). v Vegetation was assessed using nearest plant technique. In total, 28 grass species were identified during field survey, of which n=23, n=4 and n=2 were perennials, annuals and short-lived perennial, respectively. The most commonly observed and very palatable grass species, Digitaria eriantha had the highest frequency on private lands (n=92 and the lowest on communal lands (n=51). There were no significance difference in grass species richness and basal cover among land ownership types (P > 0.05). There were significant differences in veld condition score, large stock units, grazing capacity and herbaceous biomass production among land ownership types (P < 0.05). Private lands had a significantly higher veld condition score (69.63%) than leased (56.07%) and communal lands (52.55%). The herbaceous biomass production was positively correlated to the veld condition score (r = 0.159; P<0.005). The outcomes of this study show that emerging livestock farmers in Gauteng province have little understanding of rangeland-livestock management practices. The current results further indicated that poor grazing practices such as overgrazing might be common on leased and communal lands due to farmers’ lack of knowledge on rangeland management practices. This may lead to rangeland degradation thus negatively affecting livestock production and the livelihood of farmers who rely on farming as a source of income. / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)

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