Navegando por Assunto "Ensino agrícola"

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Acesso aberto (Open Access)
Do Campo à escola: as ciências no ensino agrícola do Pará (1909-1921)
(Universidade Federal do Pará, 2021-04-22) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
This Thesis aims to analyze the dissemination of Sciences through Agricultural Education in Pará, between 1909 and 1921. This period is justified by the creation of the Campo de Cultura Experimental, in 1909, and is understood until 1921, when the Escola de Agronomia do Pará of To present the consolidation of your activities. To achieve our intent, we approached a historiography that considers the conditions of possibilities for the Natural Sciences to be present in agricultural institutions. And among these possibilities, we emphasize the discourses, although not disregarding the other elements. This approach classifies the historiographic methodology developed by authors such as Foucault (1986) and Wortmann and Veiga-Neto (2001), who consider the discursive as a historical condition for the emergence of objects. Finally, in relation to the diffusion of Sciences in the historical, social and cultural context in the region outlined here, we rely on Science historians such as Saldaña (2000) and Quevedo (2000). As research of a historical nature, the sources used were mainly the newspaper Estado do Pará and the Mensagens de Governo do Estado do Pará, in which we analyzed the discourses of Agricultural Education based on Science. As a result of the research, we can consider that the diffusion of Sciences in Agricultural Education in Pará, between 1909 and 1921, was mediated by cultural, social and historical aspects, producing effects so that this diffusion occurred in a gradual and unstable way, starting in the Campo de Cultura Experimental, from a single saber, Agricultural Zoology, in 1911. Then, in 1913, Agricultural Education was proposed by Law to be implemented in a set of schools and other agricultural institutions and forms of education with a variety of knowledge of Sciences. However, despite this law, the proposal for this teaching was not in line with what was observed in the discourses about it, as the sources indicated that the Sciences were in the form of didactic collections, in 1916. In the following year, in 1917, an agricultural secondary school was created with a curriculum rich in Natural Sciences, but it did not provide continuity in its functioning, being another case of instability in the Sciences. However, through higher education, as Science they were consolidated, between 1919 and 1921, through curriculum, teaching practices and articles published in journals by professors from the Escola de Agronomia e Veterinária do Pará.
Acesso aberto (Open Access)
O papel das escolas agrícolas na introdução da racionalidade científica no Pará (1860-1912).
(Universidade Federal do Pará, 2013-09-19) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the modern rationality with the introduction of modern natural and technical sciences in the first agricultural schools of Pará (Escola Rural D. Pedro II, Curso Regente Agrícola, Institute Lauro Sodré and Estação Experimental de Agricultura Prática) and assess the extent to which they reflected the project; based in the new ideas of rationality from Europe that were introduced at this location. For this investigation will be analyzed firstly, the speeches of the leaders of Pará, to know until point they reflect a new mindset that was implanted in agriculture. Then, we will analyze some elements that constitute schools (curriculum, teaching and physical space), in order to verify in which aspects contributed to the introduction of modern techniques and natural sciences. The research result shows that the discourse on education and agricultural education based on modern science and techniques have contributed to the establishment of agricultural schools to establish and develop the local man rational practices in agriculture. The curriculum, teaching and physical space of the school were elements who spread the natural sciences, promoted forms of teaching differed from that which existed in the state of Pará, established a diversity of physical space for science education and introduced technologies in agricultural education.