Perspectiva agroecológica no curso técnico em agropecuária: potencialidades e desafios na Escola Família Agrícola Ladeirinhas – Japoatã/SE

Abstract

The agroecological debate in the field of technical training in agriculture has been a constant challenge for the consolidation of the Pedagogical Political Project (PPP), which constitutes a reference framework elaborated and defined by and for the school community, as it brings together the ideas and decisions of this community being, therefore, an instrument that defines the educational purposes of the school. The construction of the PPP is supported by the Law of Basic Guidelines of National Education No. 9396/96, art. 12, item I, which establishes the task of elaborating and executing its pedagogical proposal. This study aimed to evaluate the potentialities in the agroecological formation of graduates of the agricultural technician course, from 2014 to 2017 in relation to the environmental bias. The methodology used was classified as qualitative and descriptive; regarding the procedures, action research interfaces and document analysis of the Ladeirinhas Agricultural Family School, located in Japoatã / SE. The research was divided into four stages, namely: the first, the so-called preparatory phase, in which the bibliographic survey and the creation of data collection instruments (questionnaires) were performed; In the second, the following documents were analyzed: Pedagogical Political Project, course plan and school regiment; in the third, the application of the questionnaires to the graduates of the course; Finally, it was the interpretation, systematization and analysis of the collected data. In this sense, it was evidenced that there is a need for more discussion about the school PPP that directs the environmental bias due to the fact that, of the 32 (thirty-two) subjects that make up the list of the curricular structure, only 15 (fifteen) address themes with environmental bias, because the course is directed to the formation of subjects who will act as agricultural technician. It is concluded that the technical courses of any nature (agriculture, computer, agricultural, agroindustrial, industrial, food, among others) can be articulators of the construction of knowledge for the formation of professionals who will work in the field or in the city, being responsible for the impacts. environmental standards and for not establishing effective standards of environmental actions for the community in the process of professional formation.