Abstract
The aim of this article is to identify the main levers and obstacles to the development of a learning territory in agroecology, with a view to determining the main guidelines needed to develop relevant school and training curricula. This alignment of existing curricula with societal evolutions in the places and modalities of knowledge production is necessary to equip territories to meet the challenges of our probable entry into the Anthropocene. The article is based on case studies carried out in Tunisia. They provide the basis for the renewal of school curricula and agronomic training using a robust frame of reference.