Fome, reforma agrária, soberania e segurança alimentar e agroecologia nos livros didáticos de sociologia - PNLD 2018
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Data
2021-03-30
Autores
Lavratti, Iara Milreu
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação analisa quantitativa e qualitativamente o desenvolvimento dos conceitos de Fome, Reforma Agrária, Soberania Alimentar, Segu rança Alimentar e Nutricional, e Agroecologia nos livros didáticos de Sociologia, aprovados na última edição do Programa Nacional do Livro Didático (PNLD) realizada em 2018, direcionados às escolas públicas brasileiras. Nos aportamos nos referenciais teóri cos de Josué de Castro (1965; 1980), Herbert de Souza (1993), Ziegler (2013), João Pedro Stédile (2020), FAO (1996), Ana Maria Primavesi (1983), Florestan Fernandes (1989) além de documentos oficiais, como as Orientações Curriculares Nacionais (OCNs), os Parâmetros Curriculares Nacionais (PCNs), a Lei Diretrizes e Bases (LDB) e as Diretrizes Curriculares Nacionais (DCN) de 1998 , para refletirmos sobre como os conceitos podem contribuir com o ensino de Sociologia e para o exercício da desnaturalização e do estranhamento das relações sociais destrutivas que o Sistema Capitalista Neoliberal atualmente impõe sobre os seres humanos e o Meio Ambiente. Esta dissertação está dividida em três capítulos. No primeiro, há um resgate histórico sobre o Ensino de Socio logia no Brasil e também apresenta se o PNLD e os livros didáticos de Sociologia. No segundo, foi feita uma pesquisa quantitativa e qualitativa sobre a Questão Alimentar e os conceitos de Fome, Segurança Alimentar e Soberania Alimentar em cinco materiais d idáticos, além da análise crítica e da sugestão de possíveis autores e documentos que podem contribuir para a fundamentação teórica no desenvolvimento desta Questão em sala de aula. O terceiro discorre sobre a pesquisa quantitativa e qualitativa acerca da Questão Agrária, com os conceitos de Reforma Agrária e Agroecologia, seguindo os caminhos do capítulo anterior. Conclui se que a presença de temas relacionados às Questões Alimentar e Agrária é bastante diversa nos livros didáticos, ampliando ou reduzindo se os materiais de apoio, os enfoques e as perspectivas. Também nota se que há numerosas referências à Fome, sendo trabalhada inclusive como conteúdo curricular em um material, mas identifica se poucas menções à Reforma Agrária, especialmente à Soberania e Segurança Alimentar e à Agroecologia.
This dissertation analyzes quantitatively and qualitatively the development of the concepts of Hunger, Agrarian Reform, Food Sovereignty, Food and Nutritional Security, and Agroecology in sociology textbooks, approved in the latest edition of the National Textbook Program (PNLD) held in 2018, targeted to Brazilian public schools. We draw on the theoretical references of Josué de Castro (1965; 1980), Herbert de Souza (), Ziegler (2013), João Pedro Stédile (2020) 2020), FAO (1996), Ana Maria Primavesi (), Florestan Fernandes (1989) in addition to official documents, such as the National Curriculum Guidelines (NCOs), the National Curriculum Parameters (PCNs), the Law Guidelines and Bases (LDB) and the National Curriculum Guidelines (DCN) of 1998, to reflect on how concepts can contribute to teaching of Sociology and for the exercise of denaturalization and the estrangement of destructive social relations that the Neoliberal Capitalist System currently imposes on human bei ngs and the Environment. This dissertation is divided into three chapters. In the first, there is a historical review of the Teaching of Sociology in Brazil, and the PNLD and the Sociology textbooks are presented. In the second, there is quantitative and q ualitative research on the Food Question and the concepts of Hunger, Food Security and Food Sovereignty, in addition to the critical analysis of the five textbooks and the suggestion of possible authors and documents that can contribute to the theoretical foundation in the development of the Food Question. The third is about quantitative and qualitative research on the Agrarian Question, with the concepts of Agrarian Reform and Agroecology, following the paths of the previous chapter. It is concluded that t he presence of themes related to the Food and Agrarian Question is quite diverse in textbooks, expanding or reducing support materials, approaches and perspectives. It is also noted that there are numerous references to Hunger, being worked even as curricu lar content in a material, but few mentions of Agrarian Reform, especially Food Sovereignty and Security and Agroecology.
This dissertation analyzes quantitatively and qualitatively the development of the concepts of Hunger, Agrarian Reform, Food Sovereignty, Food and Nutritional Security, and Agroecology in sociology textbooks, approved in the latest edition of the National Textbook Program (PNLD) held in 2018, targeted to Brazilian public schools. We draw on the theoretical references of Josué de Castro (1965; 1980), Herbert de Souza (), Ziegler (2013), João Pedro Stédile (2020) 2020), FAO (1996), Ana Maria Primavesi (), Florestan Fernandes (1989) in addition to official documents, such as the National Curriculum Guidelines (NCOs), the National Curriculum Parameters (PCNs), the Law Guidelines and Bases (LDB) and the National Curriculum Guidelines (DCN) of 1998, to reflect on how concepts can contribute to teaching of Sociology and for the exercise of denaturalization and the estrangement of destructive social relations that the Neoliberal Capitalist System currently imposes on human bei ngs and the Environment. This dissertation is divided into three chapters. In the first, there is a historical review of the Teaching of Sociology in Brazil, and the PNLD and the Sociology textbooks are presented. In the second, there is quantitative and q ualitative research on the Food Question and the concepts of Hunger, Food Security and Food Sovereignty, in addition to the critical analysis of the five textbooks and the suggestion of possible authors and documents that can contribute to the theoretical foundation in the development of the Food Question. The third is about quantitative and qualitative research on the Agrarian Question, with the concepts of Agrarian Reform and Agroecology, following the paths of the previous chapter. It is concluded that t he presence of themes related to the Food and Agrarian Question is quite diverse in textbooks, expanding or reducing support materials, approaches and perspectives. It is also noted that there are numerous references to Hunger, being worked even as curricu lar content in a material, but few mentions of Agrarian Reform, especially Food Sovereignty and Security and Agroecology.
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Palavras-chave
Fome, Reforma agrária, Soberania e segurança alimentar, Agroecologia, Ensino de sociologia, Hunger, Food sovereignty, Agroecology, Sociology teaching