Le rôle de l’écoformation dans les processus d’écologisation : le cas de l’agriculture familiale au Paraná (Brésil) (notice n° 771200)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03334cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123105529.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Silva, Julio Carlos Bittencourt Viega |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le rôle de l’écoformation dans les processus d’écologisation : le cas de l’agriculture familiale au Paraná (Brésil) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 45 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Dans l’agroécologie, les connaissances des agriculteurs et les modalités participatives sont fortement valorisées, car censées favoriser les processus de transition agroécologique. L’objectif est ici d’explorer ce lien, souvent postulé mais peu démontré, entre modes d’apprentissage et processus de transition agroécologique. Si les processus d’apprentissage interindividuels jouent un rôle bien établi dans la littérature, nous montrons, à partir d’une enquête auprès d’agriculteurs familiaux du Paraná, que les modes d’apprentissage s’appuyant sur les interactions sensibles entre l’individu et son milieu, relevant de l’écoformation, favorisent eux aussi les processus de transition agroécologique. Ils renforcent chez les agriculteurs la vision systémique de leur activité, en adjoignant aux composantes cognitives de cette vision, cette dimension sensible, ce qui appuie la robustesse des transitions en rendant moins probables des retours en arrière. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The place of ecolearning in ecologisation processes in family agriculture in Paraná (Brazil)In Brazil, the protagonists of the agroecological model advocate a shift from a diffusionist and top-down vision to participatory approaches which value farmers’ knowledge. This shift raises the issue of the link between ways of learning and the agroecological transition processes of farmers. This article is based on a survey of 31 family farmers carried out in the Brazilian state of Paraná. The role of farmer’s “ecolearning” processes, i.e., learning processes based on their interactions with the environment and the non-human beings involved in their farming activities, in agroecological transition processes is assessed, in relation to more classical “hetero-learning” processes (based on interactions with others). Our analysis shows that ecolearning processes foster robust ecologisation processes. Indeed, they reinforce farmers’ systemic visions of their activities. They strengthen the sensitive dimension of these systemic visions alongside its more cognitive dimension. The strengthening of these systemic visions over time reduces the risks of backing down in terms of technical practices or farming choices, thus making agroecological transitions more robust. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | écoformation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement durable |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | transition agroécologique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | agriculture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | processus d’apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Agriculture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Agroecological transition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Learning processes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Ecolearning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Sustainability |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lamine, Claire |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Brandenburg, Alfio |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Natures Sciences Sociétés | 27 | 1 | 2019-06-24 | p. 39-52 | 1240-1307 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-natures-sciences-societes-2019-1-page-39?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-natures-sciences-societes-2019-1-page-39?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux