Scope of agricultural and environmental basic technical secondary education in Sonora, Mexico

Abstract

The study aims to analyze the curriculum of the Agricultural Basic Technical Secondary Education Program (PESTBA) in relation to the factors that affect environmental agricultural learning in Mexico. A methodology of qualitative content analysis was used where deduction an induction constituted the fundamental basis of the interpretations that from environmental conceptual elements allowing the analysis of agricultural education. The proposed structural components of the PESTBA served for the process of categorization and analysis of empirical information are: technological knowledge, technique and nature and technological participation. Among the results, it was understood that the prevailing institutional factors generate fragmented learning and a basic agricultural technical secondary education that helps to reverse environmental deterioration is not achieve the above is a sociocultural didactic located on apprehending the world and reflecting on the immediate and mediate situations of social and environment evolution that threaten the security of the planet.

Keywords

• secondary education
• curriculum
• environmental education
• students and teachers.