Scientific production and principles of Education in Agroecology
In this article, an analysis was made of the scientific production of the II National Seminar on Education in Agroecology (SNEA), and its relations with the principles of Education in Agroecology, disseminated by the Brazilian Association of Agroecology (ABA). The event was held in 2016, at the Tech...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2020 |
| País: | Brasil |
| Recursos: | Universidade Federal do Paraná (UFPR) |
| Repositório: | Revista Desenvolvimento e Meio Ambiente (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/72896 |
| Acesso em linha: | https://revistas.ufpr.br/made/article/view/72896 |
| Access Level: | Acceso aberto |
| Palavra-chave: | educação em agroecologia conhecimento agroecológico gênero education in agroecology agroecological knowledge genre |
| Resumo: | In this article, an analysis was made of the scientific production of the II National Seminar on Education in Agroecology (SNEA), and its relations with the principles of Education in Agroecology, disseminated by the Brazilian Association of Agroecology (ABA). The event was held in 2016, at the Technical College of the Federal Rural University of Rio de Janeiro (CTUR / UFRRJ), municipality of Seropédica / RJ. The technical procedure used was Bibliographic Research, based on the articles referring to the annals of the II SNEA, published on Revista Cadernos de Agroecologia, conversing with the principles and guidelines of Education in Agroecology. At the 1st National Seminar on Education in Agroecology (SNEA), four fundamental principles and guidelines for Education in Agroecology were established: Life Principle, Complexity Principle, Diversity Principle and Transformation Principle. The II SNEA promoted reflections and debates involving Education in Agroecology, articulated from thematic axis on the construction of agroecological knowledge, the training of professionals in agroecology and the agrarian and agroecology issue. These experiences are the result of the historical data accumulation led by educators, students and social movements in the countryside. |
|---|