A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/S1414-40772016000100009 http://hdl.handle.net/11449/212892 |
Resumo: | This text aims to discuss undergraduate education in the field of agronomy. The authors' perspective is to approach agronomic education as part of a process that legitimizes, accumulates and produces the knowledge needed to sustain the techno-industrial society. As such, it is in conflict with alternative approaches. In the case of agronomy formal education, the most challenging alternative approach is agroecology. We tried to characterize the space occupied by agroecology topics throughout the agronomy curriculum which we knew was limited. We analyzed the scarcity of these topics, expressed in the pedagogic projects and curricula of undergraduate programs in public universities of the state of São Paulo, supported by ideas about the social and scientific paradigmatic transition. We found that the agronomy programs are based on a reasoning that legitimizes a model of rural development which is socially and environmentally unsustainable. Although the transition to the sustainability is urgent, universities keep educating agronomists to preserve the present system of unsustainable agriculture as the only possible practice. Our data and reflections point that, although the present day social and environmental issues are declared into the politic-pedagogical projects and other formal statements of the universities, it is not present within the curriculum. Changes in the programs´ paradigms should be expressed within the politic-pedagogical documents, in the university perspective and concurrently within the pedagogical methods, and the practices of teaching, research and extension. Such changes require a deep and democratic debate among professors, staff, students and society, in such a way that the political-pedagogical project would be able to manifest the plurality of voices involved. |
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A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curricularesAgroecology in the agronomy undergraduate programs: beyond the curriculum challenges and dilemmasKey wordsAgroecologySustainabilityUniversityPalavras-chaveAgroecologiaSustentabilidadeUniversidadeThis text aims to discuss undergraduate education in the field of agronomy. The authors' perspective is to approach agronomic education as part of a process that legitimizes, accumulates and produces the knowledge needed to sustain the techno-industrial society. As such, it is in conflict with alternative approaches. In the case of agronomy formal education, the most challenging alternative approach is agroecology. We tried to characterize the space occupied by agroecology topics throughout the agronomy curriculum which we knew was limited. We analyzed the scarcity of these topics, expressed in the pedagogic projects and curricula of undergraduate programs in public universities of the state of São Paulo, supported by ideas about the social and scientific paradigmatic transition. We found that the agronomy programs are based on a reasoning that legitimizes a model of rural development which is socially and environmentally unsustainable. Although the transition to the sustainability is urgent, universities keep educating agronomists to preserve the present system of unsustainable agriculture as the only possible practice. Our data and reflections point that, although the present day social and environmental issues are declared into the politic-pedagogical projects and other formal statements of the universities, it is not present within the curriculum. Changes in the programs´ paradigms should be expressed within the politic-pedagogical documents, in the university perspective and concurrently within the pedagogical methods, and the practices of teaching, research and extension. Such changes require a deep and democratic debate among professors, staff, students and society, in such a way that the political-pedagogical project would be able to manifest the plurality of voices involved.Este texto tem o intuito de problematizar a educação superior em Engenharia Agronômica. Partimos da ideia de que esta educação coloca-se dentro de um processo de legitimação, acumulação e produção de conhecimento, necessário para o funcionamento da sociedade tecno-industrial; tal conhecimento entra em choque com outras formas de conhecimento que o desafiam. No caso da Engenharia Agronômica, a forma desafiante mais destacada é a Agroecologia. Procuramos caracterizar o espaço curricular ocupado pela Agroecologia, que sabíamos ser muito limitado. Analisamos esta falta de espaço apoiando-se em perspectiva orientada pela transição paradigmática social e científica, por meio do estudo dos projetos político-pedagógicos e dos currículos dos cursos públicos de Engenharia Agronômica do Estado de São Paulo. Constatamos que, de forma geral, os cursos estão pautados numa racionalidade que acaba por legitimar a manutenção de um modelo de desenvolvimento rural social e ambientalmente insustentável. É premente a transição para a sustentabilidade. Não obstante, a Universidade continua formando agrônomos que veem a continuidade do sistema dominante e insustentável de agricultura como o único caminho possível. Nossos dados e reflexões indicam que, apesar de haver uma consciência sobre as questões socioambientais de nosso tempo contida nos projetos político-pedagógicos e nos discursos institucionais, ela não só não está expressa nos currículos dos cursos, como aponta para a continuidade da racionalidade econômica. Mudanças paradigmáticas na organização dos cursos precisam manifestar-se no projeto político-pedagógico, na perspectiva institucional e, de forma correlata, nas práticas pedagógicas, no exercício da docência, da pesquisa e da extensão. Tais mudanças demandam um profundo debate e democrático, que inclua docentes, funcionários, estudantes e sociedade, de modo que o projeto político-pedagógico reflita a pluralidade das vozes existentes.Escola Superior de Agricultura Luiz de Queiroz - Universidade de São PauloUniversidade Estadual Paulista Júlio de Mesquita Filho - Rio ClaroUniversidade Estadual Paulista Júlio de Mesquita Filho - Rio ClaroUniversidade de SorocabaUniversidade de São Paulo (USP)Universidade Estadual Paulista (Unesp)Jacob, Luciana BuainainAlmeida, Antonio Ribeiro DeAzevedo, Maria Antonia Ramos De [UNESP]Sparovek, Gerd2021-07-14T10:46:44Z2021-07-14T10:46:44Z2016-3info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article173-198application/pdfhttp://dx.doi.org/10.1590/S1414-40772016000100009Avaliação: Revista da Avaliação da Educação Superior (Campinas). Universidade de Sorocaba, v. 21, n. 1, p. 173-198, 2016.1414-40771982-5765http://hdl.handle.net/11449/21289210.1590/S1414-40772016000100009S1414-40772016000100173S1414-40772016000100173.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporAvaliação: Revista da Avaliação da Educação Superior (Campinas)info:eu-repo/semantics/openAccess2023-12-04T06:16:28Zoai:repositorio.unesp.br:11449/212892Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:29:37.492318Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares Agroecology in the agronomy undergraduate programs: beyond the curriculum challenges and dilemmas |
title |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
spellingShingle |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares Jacob, Luciana Buainain Key words Agroecology Sustainability University Palavras-chave Agroecologia Sustentabilidade Universidade |
title_short |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
title_full |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
title_fullStr |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
title_full_unstemmed |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
title_sort |
A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares |
author |
Jacob, Luciana Buainain |
author_facet |
Jacob, Luciana Buainain Almeida, Antonio Ribeiro De Azevedo, Maria Antonia Ramos De [UNESP] Sparovek, Gerd |
author_role |
author |
author2 |
Almeida, Antonio Ribeiro De Azevedo, Maria Antonia Ramos De [UNESP] Sparovek, Gerd |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade de São Paulo (USP) Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Jacob, Luciana Buainain Almeida, Antonio Ribeiro De Azevedo, Maria Antonia Ramos De [UNESP] Sparovek, Gerd |
dc.subject.por.fl_str_mv |
Key words Agroecology Sustainability University Palavras-chave Agroecologia Sustentabilidade Universidade |
topic |
Key words Agroecology Sustainability University Palavras-chave Agroecologia Sustentabilidade Universidade |
description |
This text aims to discuss undergraduate education in the field of agronomy. The authors' perspective is to approach agronomic education as part of a process that legitimizes, accumulates and produces the knowledge needed to sustain the techno-industrial society. As such, it is in conflict with alternative approaches. In the case of agronomy formal education, the most challenging alternative approach is agroecology. We tried to characterize the space occupied by agroecology topics throughout the agronomy curriculum which we knew was limited. We analyzed the scarcity of these topics, expressed in the pedagogic projects and curricula of undergraduate programs in public universities of the state of São Paulo, supported by ideas about the social and scientific paradigmatic transition. We found that the agronomy programs are based on a reasoning that legitimizes a model of rural development which is socially and environmentally unsustainable. Although the transition to the sustainability is urgent, universities keep educating agronomists to preserve the present system of unsustainable agriculture as the only possible practice. Our data and reflections point that, although the present day social and environmental issues are declared into the politic-pedagogical projects and other formal statements of the universities, it is not present within the curriculum. Changes in the programs´ paradigms should be expressed within the politic-pedagogical documents, in the university perspective and concurrently within the pedagogical methods, and the practices of teaching, research and extension. Such changes require a deep and democratic debate among professors, staff, students and society, in such a way that the political-pedagogical project would be able to manifest the plurality of voices involved. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2016-3 2021-07-14T10:46:44Z 2021-07-14T10:46:44Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/S1414-40772016000100009 Avaliação: Revista da Avaliação da Educação Superior (Campinas). Universidade de Sorocaba, v. 21, n. 1, p. 173-198, 2016. 1414-4077 1982-5765 http://hdl.handle.net/11449/212892 10.1590/S1414-40772016000100009 S1414-40772016000100173 S1414-40772016000100173.pdf |
url |
http://dx.doi.org/10.1590/S1414-40772016000100009 http://hdl.handle.net/11449/212892 |
identifier_str_mv |
Avaliação: Revista da Avaliação da Educação Superior (Campinas). Universidade de Sorocaba, v. 21, n. 1, p. 173-198, 2016. 1414-4077 1982-5765 10.1590/S1414-40772016000100009 S1414-40772016000100173 S1414-40772016000100173.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Avaliação: Revista da Avaliação da Educação Superior (Campinas) |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
173-198 application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de Sorocaba |
publisher.none.fl_str_mv |
Universidade de Sorocaba |
dc.source.none.fl_str_mv |
SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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