Particular attention is paid here to the factors that determine the learning of agroecological knowledge in two training courses for indigenous farmers. The training situations analysed refer to pedagogical activities which, according to the institutional discourse of the trainers, mobilize the principle of knowledge dialogue specific to the construction of agroecological knowledge (Altieri, 2000). The model of analysis used is based on the constructivist approach of the learnings of Bourgeois and Nizet (1997) which distinguishes two types of factors : individual trajectory and social interactions. The results make it possible to distinguish between individual, interactive and socio-cultural and ecological factors.