Banca de QUALIFICAÇÃO: ANA LUCIA MAIA DA SILVA
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.DISCENTE : ANA LUCIA MAIA DA SILVA
DATA : 03/10/2019
HORA: 17:00
LOCAL: sala 319
TÍTULO:
Graduates in Agrarian Sciences and Field Education: an analysis of the knowledge produced in the Amazon
PALAVRAS-CHAVES:
Graduated in Agricultural Sciences. Field education. Sustainability. Amazon
PÁGINAS: 102
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:
The present study entitled Graduates in Agrarian Sciences and Field Education: an analysis of the knowledge produced in the Amazon aims to analyze the knowledge produced about the professionalization of the graduate in Agrarian Sciences from the principles of field education, in the co-responsibility of sustainability in rural Amazonian communities. Therefore, seek to: i) to map the production of academic articles related to thematic, in the period from 2009-2018; ii) to understand the dialogues and relations that these productions present about the professional technical knowledge of the Agrarian Sciences and the principles of Field Education in their socio-political and pedagogical dimensions; iii) to ascertain the importance of the professional in Agrarian Sciences in co-responsibility with the sustainability of rural Amazonian communities; vi) to diagnose the limits and possibilities of the professional performance of graduates in Agrarian Sciences in Field Education. Consequently, is adopted as methodology the exploratorydescriptive research (ENSSLIN et al., 2013), based on the State of the Art (FERREIRA, 2002). Therefore, defined as temporal clipping over the last 10 years, delimiting the academic production in scientific articles cataloged in Google Scholar and Web of Science / Main Collection (Clarivate Analytics) and the CAPES/MEC periodicals portal about the thematic. It is emphasized that, as it is a bibliographic research, of the state of the art, it dialogued with authors such as Afonso et al. (2011), Ensslin et al. (2012; 2013; 2015) and Lacerda et al. (2012), which evidences the methodological framework of this type of research. The intervention instrument used was Knowledge Development Process-Constructivist (Proknow-C), in its four constitutive steps: (i) selection of the bibliographic portfolio, which was adopted as keywords: “Graduates in Agrarian Sciences” and “Teacher Training in field education”; (ii) bibliometric analysis, which seeks to evaluate the typology, quantity and quality of information cited in the research; (iii) systemic analysis, which consists of the interpretation according to the lenses and criteria defined by the researcher, in this case the lenses are theoretical field of education and the criteria are defined in the objectives; and (iv) recommendations for the research question and overall purpose of it. As a partial result, the study in progress indicates the necessity of epistemological ruptures for a new process of knowledge construction and formation of the Agrarian Sciences professionals with the appropriate profile to act in contexts of the Field Education and the production and reproduction of the peasantry. In a preliminary analysis, the publications raised describe the necessity for mixed training of agricultural / agronomist educators and technicians, which permit to teaching/learning or learning/teaching children of farmers. Expect the study could broaden the conceptual filed of affirmative politics in Field Education for understanding the socio-political and pedagogical role of this professional graduated in Agrarian Sciences in and for the Amazon region.
MEMBROS DA BANCA:
Externo à Instituição - JOANA DARC DE VASCONCELOS NEVES - UFPA
Interna - 115.081.242-72 - MARIA DE FATIMA MATOS DE SOUZA - UFPA
Externa ao Programa - 1278761 - SOLANGE HELENA XIMENES ROCHA
Presidente - 1030394 - TANIA SUELY AZEVEDO BRASILEIRO