A agroecologia nos cursos de engenharia agronômica: para além de desafios e dilemas curriculares

Detalhes bibliográficos
Autor(a) principal: Jacob, Luciana Buainain
Data de Publicação: 2021
Outros Autores: Almeida, Antonio Ribeiro De, Azevedo, Maria Antonia Ramos De [UNESP], Sparovek, Gerd
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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spelling 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)
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institution UNESP
reponame_str Repositório Institucional da UNESP
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