Identidades e trajetórias de educadores na agroecologia

Abstract

Courses in agroecology may represent a significant advance in agricultural training that involves both the sustainability debate as the demands of rural social movements. But researches on the issues surrounding this countryside of training are still incipient and training teachers who work in the consolidation of these proposals is little known. This sense that we dialogue with the trajectories and identities that make up this professional, taking as an ideal concept of “educator agroecology”. This research contributes to the record of the historical and social processes of the design of agroecology in education, bringing the discussion about the identity processes of educators who work in these courses. Search in studies corroborate that claim to meet this training camp in transition paradigmatic models in agricultural education. The research offers a historical study on the setting of agroecology education, instituting its features and movements. Presents a theoretical dialogue about identity in the social sciences and contextualizes the methodological basis for using these discussions to the issue presented, making use of tools such as life history and trajectories to discuss the identity construction of these professionals. The studies were conducted at the Universidade Estadual do Mato Grosso do Sul, Glória de Dourados campus technologist course in Agroecology and the Instituto Federal Baiano, Campus of Valenca, the technical course in Agroecology. Our research shows how the historical results of these courses dialoguing with local agricultural processes. Configuring the considerations on the state of the art training in agroecology. The issue presented in these courses helps us in discussions for agricultural training and interaction with the teacher identity formation. The narrative of teachers shows that the vast majority of them has no training in the area and directly conflict with the play of identities in the professional field to act in these courses. Thus we find these dynamic elements to conceptualize an ideal agro-ecological educator that shape the discussions about teacher training and paradigmatic crisis of agricultural sciences. So understand this educator as a person who seeks scientific training in the area, but open to new knowledge and in a constant process of transformation, making agroecology as well as an ideological discourse, but as part of their daily practice and its political and social action.