Education territories in Dual Education: school – family – community

This article aims to discuss Dual Education and compare it to Non-School Education. It is based on bibliographic and documentary research, particularly considering the literature on Non-School Education and Dual Education (Formation en Alternance). It argues that the Popular Education movement points to learning possibilities by expanding the education territories, with school being just one of them. Dual Education as practiced in Agricultural Family Schools is instilled with a notion of school that goes beyond its walls. The Dual Education processes in those establishments break the hegemonic ideologies that confine education territoriality to formal school by allowing the engagement and interaction of different education actors, times, and territories. By proposing new methodologies for developing pedagogical praxis based on school–community interaction, Dual Education recognizes the plurality of training and learning processes developed in different times and spaces. The training and learning processes that involve families and partners, as well as those involving the students themselves, transcend the school territory by expanding school to the community, social movements, unions, social organizations, among others. As a result, the school is forced to re-elaborate its own representations of locus of knowledge production and to embrace other educational loci, i.e., to expand how it sees and conceives of itself