Educação ambiental e alimentar nutricional em escolas da região metropolitana de Curitiba no contexto do uso de agrotóxicos
In the current scenario, Brazil is a major player in the agricultural market, and the state of Paraná is a major producer of grains, with intensive use of technologies, in the national context. However, the increased demand for food, in line with the mechanization of planting fields and the growing...
| Autor principal: | Rodrigues, Ana Paula da Silva |
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| Formato: | Tese |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/28981 |
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| Resumo: |
In the current scenario, Brazil is a major player in the agricultural market, and the state of Paraná is a major producer of grains, with intensive use of technologies, in the national context. However, the increased demand for food, in line with the mechanization of planting fields and the growing population, has transformed agricultural practices with the introduction of technologies, such as machinery and pesticides. For decades, scientific studies have demonstrated the consequences of the indiscriminate use of contaminating chemical substances for the environment and for the health of all forms of life. This context contrasts with the goals of sustainable territorial development, which requires integrated sócio-environmental practices for environmental protection and respective quality of life. The focus of this study is on the use of agricultural technologies in the municipalities of Balsa Nova, Contenda and Campo do Tenente, in the Metropolitan Region of Curitiba (RMC), capital of Paraná, mainly analyzing the use of pesticides in their territories. At this juncture, Environmental Education (EE) can be responsible for the insertion of this theme with its contents in local pedagogical proposals, visualizing the different realities of the communities. It is necessary to emphasize that the mandatory nature of these contents in the curricular form is essential for them to be effectively worked in the classroom. The research is characterized as a multi-case study, with interviews focused on the perspective of the directors of the Education Departments, questionnaires for the nutritionists responsible for the National School Feeding Program (PNAE), and document analysis of the curricula of the Municipal Education Networks. Data were analyzed using content and comparative analysis techniques. The main results showed partial compliance with legal determinations, and Environmental Education inserted in the curricula only by the contents of the common core, without counting on the local particularities and assumptions that underlie it. Regarding the acquisition of foodstuffs, they come, according to legal provisions, from family farming, but they are food produced with pesticides, due to the lack of organic and/or agroecological producers, and the requirement of the legislation itself, causing losses students’ food security. It was also investigated the precariousness of the Municipal Education Networks regarding the physical, administrative and personnel structure, integrating both the Education Departments and the pedagogical teams of the schools, with negative impacts on the teaching and learning process of sócio-environmental themes and effectiveness of legislation within the curriculum. Another result is the observation of pedagogical work with little depth of EAN. This is due to the work demand of professors and nutritionists to meet the Federal Government Programs. As for EE, according to scholars of pedagogic macrotrends, the interviewees revealed presuppositions with emphasis on conservation and criticism. Finally, the Thesis proposes a set of EE guidelines, in line with Food and Nutrition Education (EAN), which can help pedagogical work and be integrated into the curricula of the early years of elementary school in the diversified part, in which municipalities adaptations to local characteristics and their territoriality. |
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