Educating for sustainability: the new mantra of agricultural education in Latin America

Education in and for the sustainability brings different implications for social, political, economic, cultural and environmental field, whose clarification poses a conceptual ideological challenge closely associated with current educational debates that take place in school areas, particularly in the upper level, where the predominance of speeches and theoretical and epistemological foundations have opted to consolidate as professional projects, which over time have resulted in solid bodies of academic knowledge disciplinary fields. On this particular highlights the role played by higher agricultural education, characterized by placing its genesis and evolution within large state projects designed under a social and political vision as embodied in an international educational strategy, particularly in Latin America, where conceived as a development alternative for the most vulnerable social groups, located in the rural sector. Based on this, the emergence teaching and learning of Agronomy as an academic project and nonprofessional, necessitates its continuous conceptual and methodological scrutiny, seeking to verify the validity of their dominant practices, for this case, oriented towards sustainability systems and processes. Backed by this dissertation a critical review of the work of the agronomist, the theoretical curricular implications that this work has and possibilities of channeling them into a comprehensive education is presented, assessing the likelihood of achieving her the coveted Sustainable Human Development, while possible routes for the holistic curriculum implementation are proposed.