Aspectos biográficos -- Aspectos epistemológicos e conceituais -- Diálogos com outros autores -- Aplicação da pedagogia freireana.

The idea of a profound urban–rural divide has shaped analysis of the 2016 U.S. presidential election results. Here, through examples from agri-food systems, we consider the limitations of the urban–rural divide framework in light of the assumptions and intentions that underpin it. We explore the ideas and imaginaries that shape urban and rural categories, consider how material realities are and are not translated into U.S. rural development, farm, and nutrition policies, and examine the blending of rural and urban identities through (...) processes of rural deagrarianization and urban reagrarianization. We do not argue that an urban–rural divide does not exist, as studies and public opinion polls illustrate both measured and perceived differences in many aspects of the lived experiences that shape our individual and collective actions. Ultimately, we suggest that the urban–rural divide concept obscures the diversity and dynamism of experiences each category encompasses. Additionally, it ignores the connections and commonalities that demand integrative solutions to challenges in agri-food systems, and draw attention to the power relations that shape resource access and use within and across urban and rural spaces. (shrink)

O artigo trata das concepções de educação, das teorias da cognição humana e suas implicações epistemológicas para a formação docente. Os PCNs e os anais do VIII Simpósio Educação Superior em Debate, circunstanciam o campo empírico da investigação teórica cuja análise desvela as proposições pedagógicas e os pressupostos epistemológicos que sustentam a formação e práticas docentes em vigor. A problemática que daí emerge é discutida no seio das teorias da complexidade e objetiva refletir e sugerir princípios de organização curricular para (...) os cursos de Pedagogia e licenciaturas.El artículo se ocupa de las concepciones de la educación, de las teorías de la cognición humana y sus implicaciones epistemológicas para la formación docente. Los PCNs y los anales del VIII Simposio de Educación Superior en Debate forman el campo empírico de la investigación teórica cuya análisis revela propuestas pedagógicas y supuestos epistemológicos que subyacen en la formación y las prácticas de enseñanza en la actualidad. Se discute la problemática en el interior de las teorías de la complejidad y tiene como objetivo reflexionar y proponer la organización de principios para el plan de estudios de grado en Educación. (shrink)

Gender and social inclusion efforts in agricultural development are focused on making uptake of agricultural technologies more equitable. Yet research looking at how gender relations influence technology uptake often assumes that men and women within a household make farm management decisions as individuals. Relatively little is understood about the dynamics of agricultural decision-making within dual-adult households where individuals’ management choices are likely influenced by others in the household. This study used vignettes to examine decision-making related to maize plot management in (...) 698 dual-adult households in rural Kenya. The results indicated a high degree of joint management of maize plots (55%), although some management decisions—notably those related to purchased inputs—were slightly more likely to be controlled by men, while other decisions—including those related to hiring of labor and maize end uses—were more likely to be made by women. The prevalence of joint decision-making underscores the importance of ensuring that both men’s and women’s priorities and needs are reflected in design and marketing of interventions to support maize production, including those related to seed systems, farmer capacity building, and input delivery. (shrink)

O artigo reflete sobre formação humana a partir da antropologia, isto é, como pensamento de religação de natureza e cultura, retoma os conceitos de cultura ao longo do desenvolvimento da antropologia que dividem a disciplina em dois campos opostos, um universalista e outro relativista. No entanto, ao contrário, a formação humana requer que pensemos a condição humana em sua estrutura biológica, que resulta na potencialidade humana de criar Cultura, universos simbólicos que são configurados por culturas particulares. A contribuição da antropologia (...) é oferecer para a educação um pensamento sobre a condição humana de forma a responder aos desafios humanos, sociais e ambientais no século XXI. (shrink)