Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain

Rivera-Ferré, Marta G.; Gallar, David; Collado, Ángel Calle; Pimentel, Vania Costa

doi:10.1016/j.jrurstud.2021.10.003

Cited by 21 publications

(32 citation statements)

References 34 publications

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“…The massification and co-optation of the concept of agroecology by the capitalist hegemonic discourse is one of the great current challenges for LVC to dispute the territories [10,27,31]. Political and agroecological training processes (official and unofficial) are considered fundamental in this sense [27,32]. Among the different initiatives developed, of note is the network of the Latin American Institute of Agroecology of LVC (IALAS).…”

Section: Background and The Scope Of Discussionmentioning

confidence: 99%

“…Within this scenario, it is clear that studies that analyse and systematise the experiences of political and agroecological training in the Global North, which put LVC's educational policy into practice, are still scarce both with regard to their own training processes and collaboration with educational institutions [32,[39][40][41][42][43]. We aim to address this imbalance in a small way by presenting our use of this systematisation by adapting the elements and principles that characterise the agroecological training processes of LVC and the lessons learned to the Basque reality.…”

Section: Background and The Scope Of Discussionmentioning

confidence: 99%

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Strengthening Agroecology with the Political Pedagogy of Peasant Organisations: A Case Study of Baserritik Mundura in the Basque Country

et al. 2022

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La Vía Campesina organisations have identified the area of education and training as a strategic and priority arena of intervention to bring about change in the political-pedagogical perspective. This involves rethinking and redesigning the conventional training processes towards the collective experiences of learning, organisation, exchange and living. With this approach in mind, and based on the experiences and educational contributions made by peasant organisations, this paper presents the systematisation of the Baserritik Mundura experience, analysing and sharing the learning derived from this case study and establishing the integral role of the pedagogic proposal as an axis for systematisation. This analysis, from the logic of the systematisation of processes, promulgates the learnings of this agroecological training experience while exposing both its strengths and weaknesses. We present the learning linked to the pedagogic dimensions that, through a cross-over method, aim to create a multidimensional educational environment which transforms our subjectivities, practices and the beliefs that sustain them. This learning is presented in eight main areas related to: (1) organicity, (2) alternation, (3) the mystical and ludic-cultural dimension, (4) the contents, subjects and teaching team, (5) the proposal as a whole and its perspective of popular education and action research, (6) the transversality of the feminist perspective, (7) linguistic plurality and (8) the pedagogic political support of the process. In addition, we present considerations related to the learning identified in the systematisation itself. On the one hand, we look at the lack of training processes in the official university context related to an alternation system with an organicity linked to the territory, and the need for the practical development of a dynamic of the collective construction of knowledge with a view toward transforming the logics that underpin the existing hegemonic ideologies. On the other hand, we point out the need for a debate regarding the epistemological perspective and integral, experiential and emancipatory pedagogical perspectives. Even with their limitations and challenges, these proposals have great potential to train, organise, politicise, excite and connect people from different fields towards the construction of a fairer, healthier and more sustainable agroecological agri-food system, based on food sovereignty and the everyday lives of people

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Section: Background and The Scope Of Discussionmentioning

confidence: 99%

Section: Background and The Scope Of Discussionmentioning

confidence: 99%

Strengthening Agroecology with the Political Pedagogy of Peasant Organisations: A Case Study of Baserritik Mundura in the Basque Country

et al. 2022

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“…Whereas the outcomes of the scenario analysis can be regarded as developing education with a learning strategy that is based on the realities of the region and the challenges of each institution. As a reflection of the reality of formal agroecological education in Brazil, that it is critical to develop learning approaches based on the realities of their respective regions, institutional challenges, and dialogue between educators and students [12].…”

Section: Figure 1 Spi Member Meeting In Pamah Villagementioning

confidence: 99%

The challenges of implementing agroecology as a social movement by members of The Serikat Petani Indonesia

Sinaga

Lubis

Nasution

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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The disintegration of peasants' social, economic, and cultural systems, as well as environmental harm, have been facilitated by conventional agricultural models and the existence of the green revolution. The Serikat Petani Indonesia (SPI, Indonesian Peasants Union) has made agroecology a social movement issue in an effort to resist the capitalistic agricultural system and has become one of the milestones in the realization of food sovereignty. SPI's initiatives to persuade its members to adopt an agro-ecological model of agriculture rather than a conventional one, however, cannot be implemented effectively. There are still issues that need to be resolved before SPI member may adopt agroecology, despite the fact that instruction is being implemented on both a conceptual and practical level. As an illustration, the SPI base at Pamah Village, Serdang Bedagai Regency, North Sumatra is one instance where the program for agroecological application has not been successful. As a reflection on the problems that SPI member peasants encounter in implementing agroecological agriculture, the author is interested in conducting research to see and analyze the types of challenges peasants in Pamah Village face while adopting agroecology. This study adopts a qualitative methodology to accomplish its goals, and its data-gathering methods include participatory observations, in-depth interviews, literature and documentary studies, participatory observations, and a limited group discussion. The data is then examined using the Narrative Research Analysis approach after the field data has been collected. Based on the study's findings, it is known that the failure to adopt agroecological agricultural models as an alternative is a strategic issue brought on by low-intensity organizations in the grassroots sector, as well as the quality of efforts to stimulate the involvement of the peasants in analyzing the problems that are entrenched and to choose alternative goals that are also not fully achieved.

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“…Ao tratar da construção de referenciais normativos específicos, convém chamar atenção para um movimento internacional de valorização das contribuições destes atores. Ao tratar da formalização de referenciais normativos na interface entre educação popular e agroecologia, cabe observar que as experiências de educação do campo popular realizadas no Brasil têm recebido atenção por serem consideradas possível base para uma proposta de "educação dos sistemas agroalimentares" (Meek & Tarlau, 2016;Anderson et al, 2019;Rivera-Ferre et al, 2021) Quando buscamos identificar as contribuições do governo brasileiro na geração de referenciais normativos alternativos para a extensão rural, é necessário iniciar a análise destacando a importância assumida pelo processo de "repensar" da extensão rural no início da década de 1980. Neste sentido, a crise da política de modernização da agricultura, em um contexto de democratização política, repercutiu no reconhecimento da oportunidade de promoção de novos referenciais normativos por parte da coordenação do sistema nacional de extensão.…”

Section: Dinâmicas Relativas à Customização Das Referências Normativa...unclassified

A customização da Extensão Rural e suas implicações para o ensino

Diesel

Dias

Neumann

2022

Rev. Bras. Educ. Camp.

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This study examined the reconfigurations in the field of extension work and its potential influences in the academic discipline of rural extension. It recognizes that one of the ongoing changes has an institutional nature and is related to the adoption of a pluralist model of rural extension. It is argued that the adoption of a pluralist model leads to the recognition of a greater diversity of types of organizations active in the rural extension system, which favors the occurrence of processes of customization of normative references that are used to guide the extension field work. A comprehensive literature review was performed to characterize these dynamics in the global and Brazilian scope, exploring their implications for the rural extension teaching. The results suggest that this movement implies a scenario of professional profile disputes that reflects, ultimately, disputes over projects for rural development, which must be made explicit within the scope of teaching, highlighting their relationships with the normative references for action professional.

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Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain

Cited by 21 publications

References 34 publications

Strengthening Agroecology with the Political Pedagogy of Peasant Organisations: A Case Study of Baserritik Mundura in the Basque Country

Strengthening Agroecology with the Political Pedagogy of Peasant Organisations: A Case Study of Baserritik Mundura in the Basque Country

The challenges of implementing agroecology as a social movement by members of The Serikat Petani Indonesia

A customização da Extensão Rural e suas implicações para o ensino

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