Identidades e trajet?rias de educadores na agroecologia
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRRJ |
Texto Completo: | https://tede.ufrrj.br/jspui/handle/jspui/2862 |
Resumo: | Courses in agroecology may represent a significant advance in agricultural training that involves both the sustainability debate as the demands of rural social movements. But researches on the issues surrounding this countryside of training are still incipient and training teachers who work in the consolidation of these proposals is little known. This sense that we dialogue with the trajectories and identities that make up this professional, taking as an ideal concept of ?educator agroecology?. This research contributes to the record of the historical and social processes of the design of agroecology in education, bringing the discussion about the identity processes of educators who work in these courses. Search in studies corroborate that claim to meet this training camp in transition paradigmatic models in agricultural education. The research offers a historical study on the setting of agroecology education, instituting its features and movements. Presents a theoretical dialogue about identity in the social sciences and contextualizes the methodological basis for using these discussions to the issue presented, making use of tools such as life history and trajectories to discuss the identity construction of these professionals. The studies were conducted at the Universidade Estadual do Mato Grosso do Sul, Gl?ria de Dourados campus technologist course in Agroecology and the Instituto Federal Baiano, Campus of Valenca, the technical course in Agroecology. Our research shows how the historical results of these courses dialoguing with local agricultural processes. Configuring the considerations on the state of the art training in agroecology. The issue presented in these courses helps us in discussions for agricultural training and interaction with the teacher identity formation. The narrative of teachers shows that the vast majority of them has no training in the area and directly conflict with the play of identities in the professional field to act in these courses. Thus we find these dynamic elements to conceptualize an ideal agro-ecological educator that shape the discussions about teacher training and paradigmatic crisis of agricultural sciences. So understand this educator as a person who seeks scientific training in the area, but open to new knowledge and in a constant process of transformation, making agroecology as well as an ideological discourse, but as part of their daily practice and its political and social action. |
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Ramos, Lilian Maria Paes de Carvalho003.797.767-90Ramos, Lilian Maria Paes de CarvalhoSobral, Francisco Jos? Mont?rioOliveira, Lia Maria Teixeira de363.471.158-24http://lattes.cnpq.br/6014965738327025Pinto, Diogo de Souza2019-09-03T19:25:19Z2014-02-21PINTO, Diogo de Souza. Identidades e trajet?rias de educadores na agroecologia. 2014. 171 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares). Instituto de Educa??o/Instituto Multidisciplinar, Universidade Federal Rural do Rio de Janeiro. Serop?dica, 2014.https://tede.ufrrj.br/jspui/handle/jspui/2862Courses in agroecology may represent a significant advance in agricultural training that involves both the sustainability debate as the demands of rural social movements. But researches on the issues surrounding this countryside of training are still incipient and training teachers who work in the consolidation of these proposals is little known. This sense that we dialogue with the trajectories and identities that make up this professional, taking as an ideal concept of ?educator agroecology?. This research contributes to the record of the historical and social processes of the design of agroecology in education, bringing the discussion about the identity processes of educators who work in these courses. Search in studies corroborate that claim to meet this training camp in transition paradigmatic models in agricultural education. The research offers a historical study on the setting of agroecology education, instituting its features and movements. Presents a theoretical dialogue about identity in the social sciences and contextualizes the methodological basis for using these discussions to the issue presented, making use of tools such as life history and trajectories to discuss the identity construction of these professionals. The studies were conducted at the Universidade Estadual do Mato Grosso do Sul, Gl?ria de Dourados campus technologist course in Agroecology and the Instituto Federal Baiano, Campus of Valenca, the technical course in Agroecology. Our research shows how the historical results of these courses dialoguing with local agricultural processes. Configuring the considerations on the state of the art training in agroecology. The issue presented in these courses helps us in discussions for agricultural training and interaction with the teacher identity formation. The narrative of teachers shows that the vast majority of them has no training in the area and directly conflict with the play of identities in the professional field to act in these courses. Thus we find these dynamic elements to conceptualize an ideal agro-ecological educator that shape the discussions about teacher training and paradigmatic crisis of agricultural sciences. So understand this educator as a person who seeks scientific training in the area, but open to new knowledge and in a constant process of transformation, making agroecology as well as an ideological discourse, but as part of their daily practice and its political and social action.Os cursos de agroecologia podem representar um avan?o significativo na forma??o profissional agr?cola que envolve tanto o debate da sustentabilidade quanto as demandas dos movimentos sociais do campo. Por?m pesquisas sobre as problem?ticas que envolvem este campo de forma??o ainda s?o incipientes e a forma??o dos docentes que atuam na consolida??o destas propostas ? pouco conhecida. Neste sentido que dialogamos com as trajet?rias e as identidades que configuram este profissional, tomando como conceito o educador agroecol?gico. Este trabalho de pesquisa contribui com o registro dos processos hist?rico e social do desenho da agroecologia no campo da educa??o, trazendo a discuss?o sobre os processos identit?rios dos educadores que atuam nestes cursos. Busca corroborar nos estudos que pretendem conhecer este campo de forma??o em transi??o de paradigmas no ensino agr?cola. A pesquisa traz um estudo hist?rico sobre a configura??o da agroecologia na educa??o, suas caracter?sticas e movimentos instituintes. Apresenta um di?logo te?rico sobre a identidade no campo das ci?ncias sociais e contextualiza a base metodol?gica do uso destas discuss?es para a problem?tica apresentada, valendo-se das ferramentas como hist?ria de vida e trajet?rias para discutir a constru??o identit?ria destes profissionais. Os estudos foram realizados na Universidade Estadual do Mato Grosso do Sul, campus Gl?ria de Dourados com o curso tecn?logo em agroecologia e no Instituto Federal Baiano, campus de Valen?a, no curso t?cnico em agroecologia. Nossa pesquisa apresenta como resultados o hist?rico destes cursos dialogando com os processos agr?rios locais que configuram o estado da arte da forma??o em agroecologia. A problem?tica apresentada nestes cursos nos auxilia nas discuss?es para a forma??o profissional agr?cola e sua intera??o com constitui??o da identidade docente. As narrativas dos professores nos mostra que a grande maioria deles n?o apresenta forma??o na ?rea e conflitam diretamente com o jogo de identidades no campo profissional ao atuarem nestes cursos. Desta forma que encontram nesta din?mica, elementos para conceituarem um ideal de educador agroecol?gico que configuram as discuss?es sobre forma??o de professores e a crise paradigm?tica das ci?ncias agr?rias. Assim compreendemos este educador como um sujeito que busca forma??o cient?fica na ?rea, por?m aberto aos novos conhecimentos e em constante processo de transforma??o, fazendo da agroecologia al?m de um discurso ideol?gico, mas como parte de sua pr?tica cotidiana e sua atua??o pol?tica e social.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2019-09-03T19:25:19Z No. of bitstreams: 1 2014 - Diogo de Souza Pinto.pdf: 1818698 bytes, checksum: fe8f4caf034124d27c56723bb46686fb (MD5)Made available in DSpace on 2019-09-03T19:25:19Z (GMT). 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dc.title.por.fl_str_mv |
Identidades e trajet?rias de educadores na agroecologia |
dc.title.alternative.eng.fl_str_mv |
Identities and trajectories of educators in agroecology |
title |
Identidades e trajet?rias de educadores na agroecologia |
spellingShingle |
Identidades e trajet?rias de educadores na agroecologia Pinto, Diogo de Souza forma??o profissional ensino agr?cola educa??o do campo vocational training agricultural education education of countryside Educa??o |
title_short |
Identidades e trajet?rias de educadores na agroecologia |
title_full |
Identidades e trajet?rias de educadores na agroecologia |
title_fullStr |
Identidades e trajet?rias de educadores na agroecologia |
title_full_unstemmed |
Identidades e trajet?rias de educadores na agroecologia |
title_sort |
Identidades e trajet?rias de educadores na agroecologia |
author |
Pinto, Diogo de Souza |
author_facet |
Pinto, Diogo de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Lilian Maria Paes de Carvalho |
dc.contributor.advisor1ID.fl_str_mv |
003.797.767-90 |
dc.contributor.referee1.fl_str_mv |
Ramos, Lilian Maria Paes de Carvalho |
dc.contributor.referee2.fl_str_mv |
Sobral, Francisco Jos? Mont?rio |
dc.contributor.referee3.fl_str_mv |
Oliveira, Lia Maria Teixeira de |
dc.contributor.authorID.fl_str_mv |
363.471.158-24 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6014965738327025 |
dc.contributor.author.fl_str_mv |
Pinto, Diogo de Souza |
contributor_str_mv |
Ramos, Lilian Maria Paes de Carvalho Ramos, Lilian Maria Paes de Carvalho Sobral, Francisco Jos? Mont?rio Oliveira, Lia Maria Teixeira de |
dc.subject.por.fl_str_mv |
forma??o profissional ensino agr?cola educa??o do campo |
topic |
forma??o profissional ensino agr?cola educa??o do campo vocational training agricultural education education of countryside Educa??o |
dc.subject.eng.fl_str_mv |
vocational training agricultural education education of countryside |
dc.subject.cnpq.fl_str_mv |
Educa??o |
description |
Courses in agroecology may represent a significant advance in agricultural training that involves both the sustainability debate as the demands of rural social movements. But researches on the issues surrounding this countryside of training are still incipient and training teachers who work in the consolidation of these proposals is little known. This sense that we dialogue with the trajectories and identities that make up this professional, taking as an ideal concept of ?educator agroecology?. This research contributes to the record of the historical and social processes of the design of agroecology in education, bringing the discussion about the identity processes of educators who work in these courses. Search in studies corroborate that claim to meet this training camp in transition paradigmatic models in agricultural education. The research offers a historical study on the setting of agroecology education, instituting its features and movements. Presents a theoretical dialogue about identity in the social sciences and contextualizes the methodological basis for using these discussions to the issue presented, making use of tools such as life history and trajectories to discuss the identity construction of these professionals. The studies were conducted at the Universidade Estadual do Mato Grosso do Sul, Gl?ria de Dourados campus technologist course in Agroecology and the Instituto Federal Baiano, Campus of Valenca, the technical course in Agroecology. Our research shows how the historical results of these courses dialoguing with local agricultural processes. Configuring the considerations on the state of the art training in agroecology. The issue presented in these courses helps us in discussions for agricultural training and interaction with the teacher identity formation. The narrative of teachers shows that the vast majority of them has no training in the area and directly conflict with the play of identities in the professional field to act in these courses. Thus we find these dynamic elements to conceptualize an ideal agro-ecological educator that shape the discussions about teacher training and paradigmatic crisis of agricultural sciences. So understand this educator as a person who seeks scientific training in the area, but open to new knowledge and in a constant process of transformation, making agroecology as well as an ideological discourse, but as part of their daily practice and its political and social action. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-02-21 |
dc.date.accessioned.fl_str_mv |
2019-09-03T19:25:19Z |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PINTO, Diogo de Souza. Identidades e trajet?rias de educadores na agroecologia. 2014. 171 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares). Instituto de Educa??o/Instituto Multidisciplinar, Universidade Federal Rural do Rio de Janeiro. Serop?dica, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/2862 |
identifier_str_mv |
PINTO, Diogo de Souza. Identidades e trajet?rias de educadores na agroecologia. 2014. 171 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares). Instituto de Educa??o/Instituto Multidisciplinar, Universidade Federal Rural do Rio de Janeiro. Serop?dica, 2014. |
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por |
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Universidade Federal Rural do Rio de Janeiro |
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UFRRJ |
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Brasil |
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Instituto Multidisciplinar de Nova Igua?u Instituto de Educa??o |
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Universidade Federal Rural do Rio de Janeiro |
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