Aprendizagem para resiliência socioecológica de comunidades rurais: sistema de indicadores a partir de uma escola do campo
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ciências Ambientais - PPGCAm
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/20.500.14289/17284 |
Resumo: | Socioecological resilience is related to the ability of a socioecological system to adapt to disturbances, in order to transform itself and still maintain its structure and function. Learning for resilience can contribute to strengthening communities from a perspective that recognizes the complexity and interdependence of the elements which compose socio-ecological systems. The objective of this research was to understand the role of school practices of an educational institution in the socio-ecological resilience of rural communities and the participatory process of definition, validation, application, and analysis of indicators established for this purpose. The research was carried out with the Terra Nova State School (Terra Nova do Norte, MT), a rural high school with technical qualification in agroecology whose work proposal is the pedagogy of alternation. The methodological strategy addressed intervention research and integrated qualitative and quantitative perspectives. At the school, workshops were held for conceptual alignment, as well as dynamics and the application of questionnaires to define, validate and apply the indicators in a participatory manner. Part of this work integrated an extension project with a continuing education course offering to fifteen professionals from the school. The proposition of the system of indicators involved bibliographical research and selection, coding and categorization of the data collected with the school. Four dimensions and fourteen indicators were defined, validated (3S method of self-validation, scientific validation and social validation), applied to students, former students, families and school staff and analyzed and discussed together with students and members of the school’s professional team. Among the school's contributions to socio-ecological resilience, environmental governance and adaptive co-management, are adaptive capacity, dialogue, experimentation, connection between school and territory, landscape diversification, collectivity, strengthening social bonds, valuing ecosystems and self-organization. The research brings as a scientific contribution the reflection on the socioecological resilience of rural communities and the role of the rural school in this context, as well as the development of a management tool (indicators) that can help the continuous improvement of school practices. |