The subject Agricultural Production II: sowing knowledge from peasant wisdom, using the flipped classroom

Abstract

Objective: To describe an innovative pedagogical experience in higher agricultural education through the implementation of the flipped classroom model for learning about production systems, revaluing traditional farming knowledge as the foundation for building scientific knowledge. Methods: The experience reverses the traditional dynamic: students initially carried out an investigative work placement in small-scale farming agroecosystems, actively participating in crop management tasks alongside the producers. Subsequently, these empirical experiences became the starting point for a horizontal dialogue between students, teachers, and students. The students' presentations served as a basis for the teacher and the group to analyze and complement these practices with agronomic principles, scientific and technological advances, and available innovation results. Results: A significant increase in student motivation, active participation, and the development of critical thinking was observed. Students perceived themselves as possessors of valuable knowledge, which facilitated the collaborative construction of more complex and meaningful learning. Conclusions: The flipped classroom model, based on the dialogue of knowledge, improves the quality of learning and strengthens the link between academia and the local community. It revalues ​​local knowledge as an essential pillar for sustainable agricultural development and trains professionals who are more aware of their reality.