Desenvolvimento rural sustentável e educação ambiental: entre o discurso e a prática do programa “Agrinho”

• Ano de defesa: 2019
• Autor(a) principal: Mallmann, Adaiana
• Orientador(a): Plein, Clério
• Banca de defesa: Plein, Clério , Ahlert, Alvori , Leme, Rosana Cristina Biral
• Tipo de documento: Dissertação
• 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: Programa de responsabilidade social; Sustentabilidade; Análise de material didático
• Área do conhecimento CNPq: CIÊNCIAS AGRÁRIAS: DESENVOLVIMENTO RURAL SUSTENTÁVEL
• Link de acesso: http://tede.unioeste.br/handle/tede/4715

The purpose of this paper is to explain the analysis of the course materials of the Agrinho Program, a program of social responsibility program of the Faep and SenarPR system, directed to the elementary students of the public and private schools of the state of Paraná. This research aims to know the conceptions of environmental education and rural sustainable development present in the program above and to highlight how these concepts are presented to students. The methodology used in this research comprises the documental and bibliographical analysis to demonstrate the historical aspects and the theoretical basis. Three lines of study were chosen, fundamental for this work development. They are presented in the first three chapters: the analysis of the conceptions of development and sustainability, environmental education and extension and the pedagogical perspective of the sustainable development present in the Agrinho Program. These ones prepare for the central discussions of this research that covers the presentation of speeches and positions on the objectives of the Agrinho Program and the material analysis that are offered to students in the first and last years of the Elementary School. During the study of the course material, it is noticeable the concern with the alignment of policies with the economy, in a way that they represent the aspirations of the globalized development standard which can also influence faculty action once it ignores the creative and questioning posture of the student to the elaboration of different alternatives toward the present reality preparing the reader for individualism, passivity and accommodation that are opportune to the hegemonic stablishment system.