Aprendizagem para resiliência socioecológica de comunidades rurais: sistema de indicadores a partir de uma escola do campo

• Autor(a) principal: Oliveira, Maria Paula Pires de
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/17284
• topic: Extensão universitária; Pedagogia da alternância; Sistemas socioecológicos; Educação do campo; Agroecologia; Governança ambiental; Cogestão adaptativa; University extension; Pedagogy of alternation; Socioecological systems; Rural education; Agroecology; Environmental governance; Adaptive co-management; Extensión universitaria; Pedagogía de la alternancia; Sistemas socioecológicos; Educación de campo; Agroecología; Gobernanza ambiental; Cogestión adaptativa; CIENCIAS EXATAS E DA TERRA; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO RURAL; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE

Socioecological resilience is related to the ability of a socioecological system to adapt to disturbances, in order to transform itself and still maintain its structure and function. Learning for resilience can contribute to strengthening communities from a perspective that recognizes the complexity and interdependence of the elements which compose socio-ecological systems. The objective of this research was to understand the role of school practices of an educational institution in the socio-ecological resilience of rural communities and the participatory process of definition, validation, application, and analysis of indicators established for this purpose. The research was carried out with the Terra Nova State School (Terra Nova do Norte, MT), a rural high school with technical qualification in agroecology whose work proposal is the pedagogy of alternation. The methodological strategy addressed intervention research and integrated qualitative and quantitative perspectives. At the school, workshops were held for conceptual alignment, as well as dynamics and the application of questionnaires to define, validate and apply the indicators in a participatory manner. Part of this work integrated an extension project with a continuing education course offering to fifteen professionals from the school. The proposition of the system of indicators involved bibliographical research and selection, coding and categorization of the data collected with the school. Four dimensions and fourteen indicators were defined, validated (3S method of self-validation, scientific validation and social validation), applied to students, former students, families and school staff and analyzed and discussed together with students and members of the school’s professional team. Among the school's contributions to socio-ecological resilience, environmental governance and adaptive co-management, are adaptive capacity, dialogue, experimentation, connection between school and territory, landscape diversification, collectivity, strengthening social bonds, valuing ecosystems and self-organization. The research brings as a scientific contribution the reflection on the socioecological resilience of rural communities and the role of the rural school in this context, as well as the development of a management tool (indicators) that can help the continuous improvement of school practices.