We propose a method of analysis of formal, non-formal and informal educations as a way of reading territorial development processes. We position the transmission of knowledge as an issue of power, and consider the institution as a powerful legitimator of selection of knowledge on the territories. In rural areas, environmental knowledge occupies a central position, but there is a change of model, between environmental education, current education injunctions for sustainable development, and positioning of science. We propose to examine in this light the case of eco-oriented UNESCO schemes. We have compiled a database of 113 European Geoparks and then targeted three of these geoparks on both sides of the Mediterranean Sea (France-Spain-Morocco) to study the systems of transmission of knowledge, including in their conflicting dimension. The results show, on the one hand, a strong discrepancy between the curricular intentions of UNESCO Global Geoparks program, centered on values ​​and practices of sustainable development, and local curricula, which are more centered on naturalistic sciences and local identity. We show that knowledge flows and actors' games are essentially "top down" with a reduction and an instrumentalisation of vernacular knowledge.