Sustainability and climate change: the role of Education in Technical training and Postgraduate studies in Brazil
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Zamban, Vanessa Cristina
 |
| Orientador(a): |
Matte, Alessandra
|
| Banca de defesa: |
Matte, Alessandra
,
LITRE, Gabriela
,
Foguesatto, Cristian Rogério
,
Dal' Magro, Glenio Piran
,
Feiden, Armin
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Marechal Cândido Rondon |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Desenvolvimento Rural Sustentável
|
| Departamento: |
Centro de Ciências Agrárias
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7588 |
Resumo: | In an era marked by environmental crises and social disparities, the role of education in cultivating sustainable practices within the agrarian sector is paramount. This study investigates the integration of sustainability principles into the curriculum of the Agricultural Technical Vocational Education and Training (TVET) program at the State Agricultural College of Toledo (CAET) in Paraná, Brazil. By comparing the curriculum’s focus on sustainability with students’ perceptions, this research unveils critical insights into how future agricultural professionals are being prepared for sustainable development. The findings highlight a robust association between agriculture and sustainability, with agriculture being the most frequently mentioned discipline among students, followed closely by agroecology. Other significant disciplines include horticulture, environmental management, and soil science. Despite the curriculum not explicitly linking some disciplines to sustainability, instructors’ teaching methods often incorporate these principles. However, a notable gap exists between the perceived importance of sustainability discussions in core disciplines and their actual occurrence, suggesting a need for enhanced integration. Practical, hands-on classes are perceived as the most effective for studying sustainability, followed by dialogical lessons that encourage critical thinking and collaborative learning. Expository lectures, while traditional, are still valued by some students. Seminar presentations and active methodologies are less favored, indicating a preference for more interactive and experiential learning methods. To bridge the gap between the curriculum’s intentions and its practical application, it is essential to invest in targeted education and training for teachers. This study emphasizes the importance of a deliberate and holistic approach to embedding sustainability in agrarian education. By doing so, future professionals will be better equipped with the knowledge and skills necessary to drive sustainable rural development. Interdisciplinary interactions play a crucial role in promoting sustainability education, fostering the integration of diverse knowledge sets and resulting in a more holistic understanding of complex issues. This approach not only enriches the educational experience but also prepares students to address the multifaceted challenges of sustainability in their future careers. Ultimately, this research underscores the critical role of education in shaping the perspectives and actions of future agrarian professionals. Through targeted teacher training and comprehensive sustainability education, institutions can better prepare students to lead in sustainable rural development, ensuring the resilience and viability of agricultural systems for generations to come. |