TCC - Bacharelado em Agroecologia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/3135
Navegar
Item Caminhos e veredas na Agroecologia: um fio pelos aprendizados, memórias e ancestralidade(2023-04-04) Santos, Samara Santana dos; Silva, Maria Zênia Tavares da; http://lattes.cnpq.br/6150329073394875; http://lattes.cnpq.br/7792007870490897The purpose of this paper is to recount some of the memories and reflections I experienced during my Bachelor's degree in Agroecology and the unique aspects of its dynamics that set it apart from other degrees. I present pieces of my story that preceded my academic journey and are directly related to my choice of Agroecology, revealing the influences and experiences that shaped my interest in this area of study and practice. I'll report the experience of 'Embroidering for Care' group and the importance of using embroidery as an art-educational tool that transcends manual practice, promoting creative expression, affective care and reflection on social, environmental and political issues. I highlight the lessons learned about ethnic-racial relations, peasantry and popular education in a way that is linked to private, historical and community experiences, establishing a dialog between academic knowledge and the traditional knowledge that emerges from everyday experience.Item Do percurso pela campesinidade ancestral as vivências do camponês-urbano(2024) Santos, Thiago Moura dos; Silva, José Nunes da; http://lattes.cnpq.br/1731357666757671; http://lattes.cnpq.br/3175604754590103This work is a memorial that contains a summary of the memories of my career as a bachelor's student in Agroecology at UFRPE. It is divided into the course periods and in each of them, I describe the main experiences I had on the course in parallel to the main themes that were worked on in each period and which were also the most significant for me. At work, I reflect mainly on my trajectory from my peasant ancestry to the context of working in urban spaces and the search for a return to ancestral territory. The difficulties, adaptations and the process of my agroecological transition that is happening. In the course of the work I also mention the learning I acquired in the most diverse instances associated with the University, in extension, in mandatory and non-mandatory internships and future possibilities for my professional career.Item ATER agroecológica para a agricultura familiar no semiárido: do enfrentamento da fome, à abundância promovida pelos sistemas agroflorestais nos municípios de Buíque, Exu e Triunfo em Pernambuco(2024-02-04) Silva, Raul Brainer; Figueiredo, Marcos Antonio Bezerra; http://lattes.cnpq.br/4886000173439874I present my academic and professional career in this memorial in an autobiographical approach, where many of the reflections were obtained through experience in different territories, in the daily lives of farmers in different locations in the Semiarid region. The aforementioned document is specific to my understanding and learning in themes related to Education in Agroecology with rural participatory processes, given the knowledge acquired in the Bachelor of Agroecology Peasantry and Popular Education (BACEP) and the experience of “Sertaneja Culture” in the surrounding territory. from PARNA-Vale do Catimbau, Serra do Araripe and Sertão do Pajeú, through Sítio Alcobaça, Association of Farmers and Farmers of Serra dos Paus Dóias (AGRODÓIA) and the Agroecological Development Center (SABIÁ) in the semi-arid region of Pernambuco. Relating Agroecological Scientific Knowledge to the ancestral knowledge of traditional native communities, we highlight here the importance of different integrated cultivation and breeding systems, with low environmental impact arrangements. Presenting the experiences of Mandatory Supervised Internships (ESO's), based on the management practices, implementation and processing of what is produced in Agroforestry Systems (SAF's), bringing SAF as a strategy for generating income, combating climate change and part of the solution to confront the issue of hunger in the Northeast Sertanejo, portrayed in Josué de Castro's work “Geografia da Fome”, published in 1964 and still current in terms of the developmental problems that threatened food security in the semi-arid region.Item Agroecologia, caminhos, memórias e transições: retratos do reencantamento no território urbano(2024-02-05) Campos, João Pedro Moreira de; Silva, José Nunes da; Silva, Ana Claudia de Lima; http://lattes.cnpq.br/1254542675743579; http://lattes.cnpq.br/1731357666757671; http://lattes.cnpq.br/2086416824322800Item Ferrovia BACEP: trilha para a estação do bem viver(2024-02-05) Santana, Danielle de Oliveira Pereira de; Silva, Maria Zênia Tavares da; http://lattes.cnpq.br/6150329073394875; http://lattes.cnpq.br/6758604493178127The present final project aims to share and reflect on my work as an Agroecologist and Popular Educator. It follows as a methodology my reflective narrative based on my academic journey, drawing on lived experiences, activity reports, notes, personal records, field journals, and audiovisual materials that were consulted for its construction. In terms of representation, it is an opportunity to socialize the lessons learned, challenges, and achievements experienced throughout my journey in the Bachelor's Degree in Agroecology and Popular Education and professional experience, highlighting the importance of integrated approaches to promote sustainable practices, economic equity, and social transformation.Throughout this journey, I delved into the complexities of Agroecology, discovering and recognizing sustainable ways to cultivate food, respect ecosystems, and promote food and nutritional security in both rural and urban areas, based on the principles of social justice and more supportive economic practices. In my work, social movements have emerged as catalysts for significant transformations, strengthening my understanding of social, environmental, and economic issues, contributing to the construction of more conscious and equal social practices and relationships.The interaction with Indigenous peoples emerged as an essential source of learning. Their sustainable practices, respect for natural ecosystems, and traditional knowledge were fundamental to a broader understanding of the interconnectedness between ecosystems, society, and nature. Solidarity Economy played a crucial role in my journey, providing enriching experiences of cooperation and self- management. Over time, I learned to use participatory methodologies that promote dialogue and knowledge exchange, in a practice that strengthens social bonds and transforms realities.The greatest lesson I learned was, without a doubt, regarding the role of the Educator, especially through studies and experiences in Popular Education. This approach breaks away from the traditional teaching model by valuing the collective construction of knowledge, respecting each individual's experiences, and promoting a liberating pedagogical practice. During my internship at the Technological Incubator of Popular Cooperatives (Incubacoop) at UFRPE, I had the opportunity to experience a transformative journey: the conception, management, and implementation of the first agroecological fair at Rural. This experience brought me closer to agroecological praxis and its political, socio-cultural, economic, ecological, and technical-productive dimensions, consolidating my understanding of the importance of participatory education.Item Vivências e práticas agroecológicas: juventude do movimento sindical rural, semeando resistência e cultivando um mundo novo(2024-03-04) Barros, Bruno José Marques de; Vasconcelos, Gilvânia de Oliveira Silva de; http://lattes.cnpq.br/3816764037807462This work aims to systematize my experiences and learnings in the Agroecology course at the Federal Rural University of Pernambuco (UFRPE). Accessing the records that were made during this period; reports, maps, photos, videos, podcasts, among others. You can carry out a chronological analysis, and with the support of the Seasonal Calendar, one of the Participatory Rural Diagnosis (DRP) tools. Highlight the themes that most resonate with my training as an educator, among the different spaces in which I had the opportunity to work. The Agrarian Question caught my attention due to the struggle and resistance movements for land. The second most relevant issue that stood out during the recollection was the participation and evolution in the youth movement of the Rural Workers' Union Movement (MSTTR). Upon joining the state commission, I participated in various activities from state to national level. During my participation, I realized the need to organize in order to access existing public policies, and to build new ones that provide the permanence and succession of rural men and women. , with dignity and quality of life. Identifying this need, I sought to study existing laws, policies and programs, in order to be able to appropriate and collaborate in these subjects' access to such policies.Item Entre o campo e a arte: experiências agroecológicas culturais(2024-03-04) Pinto, Anna Guilhermina de Abreu; Vasconcelos, Gilvânia de Oliveira Silva de; http://lattes.cnpq.br/3816764037807462; http://lattes.cnpq.br/7506637718136783During my bachelor's degree in Agroecology at the Federal Rural University of Pernambuco, I had the opportunity to experience an enriching academic trajectory. Over these years, I was able to acquire theoretical and practical knowledge that allowed me to understand the importance of agroecology as a multidisciplinary science. Since the beginning of the course, I realized that agroecology goes beyond a simple agricultural production technique. It encompasses social, economic and environmental aspects, promoting sustainability and preservation of natural resources. This holistic vision awakened in me the desire to apply the principles of agroecology in my daily life, both on my farm and in my community. Over the years, I have produced several projects at my site, seeking to combine art and education with environmental conservation. Through events and the use of artistic and educational techniques, such as painting workshops, sculpture and environmental education classes with recyclable materials and clay, I managed to obtain results both in terms of creativity and environmental awareness of the participants. Art has become a powerful tool for conveying messages about the importance of preserving nature, while providing an enriching and inspiring experience for everyone involved. Furthermore, I realized that education and culture play a fundamental role in the process of spreading agroecology. Through workshops and exchanges of experiences, I was able to share my knowledge with other people, encouraging them to adopt sustainable practices on their properties. In summary, my academic training in Agroecology was essential for my personal and professional growth. Through it, I was able to understand the importance of agroecology as a viable alternative for the production of healthy food, but in addition, it also values a sustainable way of life, culture, art and education as fundamental elements for building a more balanced and conscious society. Also, I was able to apply the knowledge acquired on my site and in my community, contributing to the construction of a fairer and more balanced future.Item Águas que correm no Rio São Francisco: um mergulho nas memórias de Caroline Alves(2024-03-05) Alves, Caroline da Silva; Silva, José Nunes da; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728; http://lattes.cnpq.br/1731357666757671In this memorial I present reports of the most striking facts of my personal and academic journey, culminating in my achievement of a bachelor’s degree in Agroecology with an emphasis on Peasantry and Popular Education (BACEP) at the Federal Rural University of Pernambuco. In a descriptive way, I sought to portray my identity, origins, learning acquired during the course and plans for the future. To enrich this narrative, I used the “River of Time” tool, a timeline that highlights important moments and lessons learned along the way. The memorial is structured around thematic axes – Knowing, Planning, Acting and Evaluating – in which community and university experiences, immersions and internships are addressed. The experience enriched by the experiences during the course stands out, portraying the importance of traditional/ancestral knowledge and practices in the search for good living. In addition, the themes of Agrobiodiversity and animal husbandry are presented, serving as a guide for the internships carried out. Finally, the memorial aims to show my transformation, presenting a student educator capable of listening, understanding, analyzing and building together based on the present reality.Item Mulheres e Agroecologia: mãos camponesas que manejam, cuidam, lutam e transformam o Sertão do Araripe(2024-03-05) Silva, Íris Maria; Silva, José Nunes da; http://lattes.cnpq.br/1731357666757671I present this Memorial in a description of my personal, professional life trajectory and until my arrival at the Federal Rural University of Pernambuco. In this description I bring my peasant self, raised in the Chapada do Tamboril community in the rural area of the Municipality of Ouricuri located in the hinterland of Araripe. I was a student from school in rural areas until I arrived at University. I am a professional who brings my professional experiences to this day. In another topic, I have been bringing my entire trajectory during the four years of the Bachelor's degree in Agroecology, peasantry and Popular Education at the Federal Rural University of Pernambuco in the form of a timeline and thus bringing my learnings and difficulties in this space. Presentation is in the form of a descriptive memorial as I just mentioned above. Given all the learnings, I chose two themes that I delved into more deeply, which were women and agroecology and inside I bring women and management and women and commercialization, where I bring quotes and learnings within this theme. And right after the final considerations, I bring what I learned and what the prospects are for my professional future.Item Corpos-territórios de vidas e lutas camponesas no sertão do Pajeú e agrestes de Pernambuco(2024-03-05) Silva, Tatiane Faustino da; Aguiar, Maria Virgínia de Almeida; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644; http://lattes.cnpq.br/4665749527709728This Memorial recounts my journey in the Bachelor's degree in Agroecology at the Universidade Federal Rural Universidade de Pernambuco (2019.2 to 2024.1), highlighting my peasant identity and themes such as agrobiodiversity, living with the semi-arid region, rural youth, and peasant women and their subjectivities. I used methodologies such as bibliographic review of technical and academic texts, reinterpretation and revision of the reports of Field Experiences and University activities carried out during the course, and research of videos and poems about the Sertão do Pajeú, construction of my timeline, and dialogues with the advisor to deepen reflections on the themes. I conclude that training in Agroecology is extremely important and necessary for the development of environmentally, economically, and socially just territories.Item Mandalando memórias camponesas: buscando caminhos d'água e da saúde integral a partir de práticas participativas agroecológicas no Sertão de Crateús - Ceará(2024-03-05) Meneses, Ana Sabrina Araújo; Alves, Angelo Giuseppe Chaves; http://lattes.cnpq.br/9733905079544308This work aims to present my academic trajectory and how it was built from alternating between the university and the territory where I live. I rescued peasant memories in the form of a mandala of time, presenting memorable moments from my life. Analyzing this period with the water paths experienced by my family in the backlands, I bring the relationships in the construction of Agroecology based on belonging to the Earth, community life, facing mineral model projects, health care based on of integrative practices, medicinal plants and the rescue of female self-knowledge as a healing tool for action in the world, resulting in sustainable redesigns of ethnoagroecosystems and the peasant way of life. I used the following methodologies: rereading the reports, maps, drawings, texts used and selected the themes that most caught my attention to guide my writing. Given the reflections and learnings, I conclude and affirm my important mission as an educator in Agroecology in the collaboration of empowering rural people, based on creative, participatory methodologies and an act of love that revolutionizes.Item Experiências vividas com a agricultura urbana e a alimentação saudável na periferia do Recife(2024-03-07) Nunes, Gilberto Manoel da Silva; Silva, Maria Zênia Tavares da; http://lattes.cnpq.br/6150329073394875; http://lattes.cnpq.br/4035928624986569This memorial aims to bring together the experiences experienced during the Bachelor's Degree in Agroecology with an emphasis on Peasantry and Popular Education (Bacep). My starting point for writing was my memories, reviews of work and immersions carried out, as well as consultations with texts and books. Urban agroecology has several challenges, but it is necessary to act immediately, as it is necessary to seek strategies together with the whole society to improve our world. This work brings my trajectory in urban agriculture and shows that it is possible to produce efficiently using alternative technologies with the aim of promoting food and nutritional security for people living in urban environments, especially on the outskirts of Recife. Agroecology is carried out by several hands and the struggle of social groups shows that unity is strong, always seeking to strengthen the peasantry and popular education. Thus, this memorial not only records my personal experiences, but also celebrates the possibility of making meaningful changes in our relationship with food, the earth and, ultimately, the planet. May each step taken towards urban agriculture and healthy eating inspire others to follow similar paths, guided by the commitment to preserving the health of our planet and ourselves.Item Agroecologia e ancestralidade - encantamento e fortalecimento da identidade e lutas camponesas nos Sertões de Crateús-CE(2024-03-07) Silva, Jaislânia Araújo; Figueiredo, Marcos Antonio Bezerra; http://lattes.cnpq.br/4886000173439874This Academic Memorial presents my trajectory over the four years of the Bachelor's degree in Agroecology-UFRPE, structured in a timeline format, with the aim of presenting, analyzing and reflecting on this experience, the learning acquired, the remarkable moments and teaching, research and extension activities. The construction took place through review of notebooks, texts, photos, videos and conversations with friends and family. It reveals my life story and how I chose the course and Agroecology. It describes, analyzes and reflects on the themes of Peasantry, Agroecology and Feminism, Embroidery as art-education, which marked me during this period, and were important in my professional and personal training. Recognizing the valuable role of peasants in the construction of agroecology and embroidery as an artistic/cultural instrument, capable of enriching and enhancing teaching-learning processes.Item Agroecologia, movimento de transformação e transição de práticas: princípios agroecológicos para além da produção(2024-03-07) Silva Neto, Manoel Joaquim da; Silva, José Nunes da; http://lattes.cnpq.br/1731357666757671; http://lattes.cnpq.br/8541311550732791Considering the multidimensionality of agroecology (political, pedagogical, productive and social dimensions), from the perspective of building knowledge from territories, camps, settlements, quilombola communities and peripheries, I present this work, in the form of a memorial, to describe my trajectory in Bachelor's degree in Agroecology from the Federal Rural University of Pernambuco (UFRPE). It is organized into three parts, plus final considerations. In the first part I talk about myself, my origins until the arrival of a black man, son of a landless peasant, militant of the Landless Rural Workers Movement (MST), at the public university, on an undergraduate course. Then, in the second part of this memorial, I describe the main learnings and challenges experienced over these four years, in which we studied the structuring axes of the course: Knowing, diagnosing and planning, acting; and evaluate and systematize in the ethnoagroecosystem. In the third part I delve deeper into specific themes, seeking to link agroecology with agrarian reform and associations/cooperativism. These choices were made due to my militant experience in MST settlements and camps, but also due to the internships experienced throughout the course. Finally, I bring final considerations, emphasizing my role as an agroecologist in the world, highlighting potentialities and limitations for my future work. To write this memorial, I reviewed notes made throughout the course, in the study of different themes, territorial and semester immersion reports, as well as those from the Mandatory Supervised Internships (ESOs). Here there is a recovery of the memory of a hopeful professional, who believes in agroecology, agrarian reform and cooperativism to transform the world.Item Memórias e vivências agroecológicas: práticas de buscar o bem viver(2024-03-07) Cadete, Micael Lucas; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728The objective of this work is to show my academic journey and in the field of Agroecology, highlighting my training and the directions I intend to follow after completing my Bachelor's degree in Agroecology at the Federal Rural University of Pernambuco. The starting point was the creation of a timeline, where I narrated my story and addressed relevant aspects about my family and the context of the family agroecosystem. This environment was crucial as a research field for the activities and studies proposed by the course. From this base, I deepened my reflections on topics such as animal and plant integration, education and rural extension, in which I developed a growing affinity throughout my studies and practices. Throughout the text, I established connections between these themes, demonstrating the importance and relevance of each approach in my personal and professional trajectory. This journey of self-knowledge and reflection has been fundamental to my educational process, because by recognizing and valuing my experiences, I am building a solid foundation for my future development in the field of Agroecology. This foundation is essential not only for my academic training, but also for my work as a professional committed to sustainability and sustainable rural development.Item Escrevivência camponesa: arteando práticas educativas em agroecologia com a juventude do semiárido(2024-03-08) Meneses, Soraya Cindcy Araújo; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728This work aims to share my experiences as a "writing" peasant, who made it an academic commitment to break with the epistemic invisibility of rural youth. To reconstruct my academic trajectory, I collected all the materials where I recorded the activities related to my training: field notebooks, reports, culmination guides; photos; videos and audios and I adopted the notion and conception of spiral time as a reference. The systematization of my experience in the Bachelor's Degree in Agroecology allowed the reconstruction of the process experienced and the deepening of the reflections made based on my practice. Throughout the text, which is also a body, I deepen reflections on the condition of youth in the countryside and its place in academic research. I share the experiences of formal and non-formal education with peasant youth and finally, I emphasize what most influenced and constituted my identity as a Bachelor's Degree - Educator in Agroecology.Item METAA: Água limpa para todos, um direito universal(2024-03-08) Silva, Gilson José da; Porto Neto, Fernando de Figueiredo; http://lattes.cnpq.br/1475750525654086This memoir depicts the past four years of my academic journey, highlighting the most significant themes and experiences I lived from the second semester of 2019 until 2023. It focuses particularly on creating METAA (Micro-Ecological Water Treatment Station) as the culmination of this trajectory. Organized by periods, it addresses extension activities, research, classroom, and mandatory internship, rescuing immersion reports and field experiences. The document emphasizes challenges and choices made throughout the course, emphasizing the perspective of the Rural Zone of Olinda/PE, specifically the Agroecological Production Unit of Vale do Acauã (UPAVA).Item Agroecologia como prática, ciência e movimento(2024-03-08) Silva, Benoni Codacio da; Jalfim, Felipe Tenório; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728This memorial aims to record the entire trajectory experienced during the Bachelor's degree in Agroecology, Peasantry and Popular Education at the Federal Rural University of Pernambuco – UFRPE from the first to the last period. For this purpose, we rescued the research work carried out throughout the course, as well as texts, videos and photos, bringing elements from our studies during the Vivência Universidade, such as debates and discussions during classes, as well as from the Vivência Realidade Campo in my territories, Zona da Mata Norte and Metropolitan Region of Recife, based on research on Agroecology and agroecological practices, carried out in loco in the communities. Also recording the immersions of the different territories, we visited since the beginning of the course, and the vivid experience during the Mandatory Supervised Internship - ESO, which helped to promote a significant construction of Agroecological praxis, creating a link between scientific and empirical knowledge.