Quintais produtivos: contextualizando a formação técnica em agropecuária para as realidades amazônicas na construção da soberania e segurança alimentar em Tefé/AM.

Abstract

Promoting food security is the main function of agriculture for society. In this sense, Productive Backyards are considered alternative systems for complementing food demand, in addition to the potential for ecological sustainability, and their importance becomes even more evident when we know that there is a positive correlation between backyard products and the frequency of consumption of products. by families. Considering that the productive backyards analyzed are located in the northern region, in turn located in the amazon region, this paper proposes to apprehend the contributions of the productive backyards to the training of the agricultural technician in relation to the construction of knowledge about sovereignty and food security in Tefé-AM. This is a basic research, whose character is descriptive and qualitative approach in order to obtain information about the characteristics and opinions of a particular group of people. Some data collection instruments were used, namely: interview scripts, conversation wheels, questionnaires application, conversation wheel transcription and visits made. As treatment technique and data analysis we used the discourse analysis of some of the speeches of the subjects involved in the research during the moments of the conversation, interviews, as well as pictures elaborated from the questionnaires. In this study, 4 families from the Tefé National Forest (Flona) were included, as well as students of the integrated agricultural technical course who had the opportunity to know the importance and relevance of agricultural practices carried out in productive backyards, besides bringing them to the center of discussions the concepts of food security and backyards of the Amazon reality and the students had the opportunity to exchange knowledge. It was possible to identify that the families have the production for their family consumption, which evidences an improved nutritional support and complements the food security of these families. Through the use of Pedagogical Workshop, it was possible to realize that the students were motivated to think and rethink concepts studied in the classroom, the students' participation allowed the sharing of experiences, thus making the contextualization of knowledge of the classroom experience possible. student class. Using the productive yard as a learning tool enriches the students' educational process. This subsystem contributes to the construction of knowledge about healthy eating, self-consumption, selling, techniques, use of medicinal plants, breeding. With this it is clear that the yard is not limited to just a family farm space, but takes a new direction that expands its dimensions. Therefore, with this research it is evident that in order to make education contextualized, it is necessary to give voice to the subjects, whether from the field or the city, from the educational institution (teachers, students) and other subjects who have the good intention to add ideas. new and productive in order to bring together the learning that happens in life with the knowledge passed on in educational institutions. That way we will have an education that will make more sense for everyone.