Made available in DSpace on 2014-06-11T19:31:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-11-19Bitstream added on 2014-06-13T20:01:24Z : No. of bitstreams: 1 rezende_la_dr_jabo.pdf: 650286 bytes, checksum: 6136f51c9cc6f953b78dfce5432508f9 (MD5) / O setor agropecuário brasileiro é responsável por cerca de 22,3% do PIB nacional e, para os próximos anos, há a previsão de expansão das fronteiras agrícolas em ecossistemas brasileiros ainda pouco conhecidos. No decorrer da história o setor contribuiu decisivamente para a transformação dos espaços naturais, em geral, comprometendo os recursos naturais e a integridade dos ecossistemas. Frente a esta realidade encontra-se a profissão de engenheiro agrônomo/agrônomo, enquanto mediador na relação produção e meio ambiente, e as instituições de ensino superior com a responsabilidade pelo perfil destes profissionais. Com o objetivo de conhecer e caracterizar os componentes curriculares da área de solos e os referentes à sustentabilidade ambiental frente às legislações educacional e profissional nos cursos de agronomia, analisou-se Projetos Pedagógicos de Cursos (PPC) de diferentes instituições, dentre as universidades particulares, estaduais e federais. A pesquisa constituiu de estudo exploratório, de natureza quali-quantitativa, delineado por pesquisa documental, com um enfoque comparativo, a partir de 15 (quinze) Projetos Pedagógicos de Cursos de Engenharia Agronômica / Agronomia do país, de instituições particulares, estaduais, universidades federais, com melhores resultados no Exame Nacional de Desempenho dos Estudantes (ENADE) em 2010 e Institutos Federais. Os PPC apresentaram dificuldades na apropriação das legislações educacional e profissional sendo que as instituições dentre as melhores no ENADE em 2010 e os Institutos Federais apresentaram maior aderência as mesmas. Apesar de alguns PPC destacarem nos seus referenciais teóricos preocupações com o solo e com as questões ambientais, essa... / The Brazilian agricultural sector is responsible for about 22.3% of the national GDP, and for the next years, there is a forecast of agricultural frontier expansion in Brazilian ecosystems little known. Throughout history the sector contributed decisively to the transformation of natural areas, often compromising the natural resources and ecosystem integrity. Facing this reality we can find the agronomy profession/agronomist, as a mediator in the relationship between production and environment, and institutions of higher education with responsibility for the profile of these professionals. Aiming to understand and characterize the components of the soil curriculum area and those referring to environmental sustainability before the professional and educational laws in the courses in agronomy, we analyzed Educational Course Projects (ECP) from different institutions, among private, state and federal universities. The research was an exploratory study, from qualitative and quantitative nature, designed for documental research, with a comparative approach, of fifteen (15) Educational Course Projects of Agricultural Engineering / Agronomy of the country, from private, state, and federal universities, with best results in the National Student Performance (NSP) in 2010 and Federal Institutes. The ECP had difficulties in appropriation of the professional and educational laws although the best institutions in NSP in 2010 and the Federal Institutes showed higher adherence to them. Although some ECP´s show in their theoretical some concerns with soil and environmental issues, this view was not expressed and translated into... (Complete abstract click electronic access below)

Orientador: Teresa Cristina Tarlé Pissarra / Coorientador: Humberto Marcondes Estevam / Banca: Elisa Antônia Ribeiro / Banca: Marcos Omir Marques / Banca: Maria Teresa Vilela Nogueira Abdo / Banca: João Antônio Galbiatti / Resumo: O setor agropecuário brasileiro é responsável por cerca de 22,3% do PIB nacional e, para os próximos anos, há a previsão de expansão das fronteiras agrícolas em ecossistemas brasileiros ainda pouco conhecidos. No decorrer da história o setor contribuiu decisivamente para a transformação dos espaços naturais, em geral, comprometendo os recursos naturais e a integridade dos ecossistemas. Frente a esta realidade encontra-se a profissão de engenheiro agrônomo/agrônomo, enquanto mediador na relação produção e meio ambiente, e as instituições de ensino superior com a responsabilidade pelo perfil destes profissionais. Com o objetivo de conhecer e caracterizar os componentes curriculares da área de solos e os referentes à sustentabilidade ambiental frente às legislações educacional e profissional nos cursos de agronomia, analisou-se Projetos Pedagógicos de Cursos (PPC) de diferentes instituições, dentre as universidades particulares, estaduais e federais. A pesquisa constituiu de estudo exploratório, de natureza quali-quantitativa, delineado por pesquisa documental, com um enfoque comparativo, a partir de 15 (quinze) Projetos Pedagógicos de Cursos de Engenharia Agronômica / Agronomia do país, de instituições particulares, estaduais, universidades federais, com melhores resultados no Exame Nacional de Desempenho dos Estudantes (ENADE) em 2010 e Institutos Federais. Os PPC apresentaram dificuldades na apropriação das legislações educacional e profissional sendo que as instituições dentre as melhores no ENADE em 2010 e os Institutos Federais apresentaram maior aderência as mesmas. Apesar de alguns PPC destacarem nos seus referenciais teóricos preocupações com o solo e com as questões ambientais, essa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Brazilian agricultural sector is responsible for about 22.3% of the national GDP, and for the next years, there is a forecast of agricultural frontier expansion in Brazilian ecosystems little known. Throughout history the sector contributed decisively to the transformation of natural areas, often compromising the natural resources and ecosystem integrity. Facing this reality we can find the agronomy profession/agronomist, as a mediator in the relationship between production and environment, and institutions of higher education with responsibility for the profile of these professionals. Aiming to understand and characterize the components of the soil curriculum area and those referring to environmental sustainability before the professional and educational laws in the courses in agronomy, we analyzed Educational Course Projects (ECP) from different institutions, among private, state and federal universities. The research was an exploratory study, from qualitative and quantitative nature, designed for documental research, with a comparative approach, of fifteen (15) Educational Course Projects of Agricultural Engineering / Agronomy of the country, from private, state, and federal universities, with best results in the National Student Performance (NSP) in 2010 and Federal Institutes. The ECP had difficulties in appropriation of the professional and educational laws although the best institutions in NSP in 2010 and the Federal Institutes showed higher adherence to them. Although some ECP's show in their theoretical some concerns with soil and environmental issues, this view was not expressed and translated into... (Complete abstract click electronic access below) / Doutor

Pendant les années 1990, l'ouverture de l'économie argentine a conduit à une transformation de l’agriculture pampéenne : de nouveaux objets techniques et acteurs ont modifié la pratique agricole et la relation que l’activité entretenait avec les territoires. Cette transformation se traduit aussi au niveau des systèmes d’information et de connaissances agricoles (SICA). Dans la région centrale de la province de Santa Fe, un SICA de base territoriale et régionale (SRICA) s’est consolidé pendant la période de la modernisation des années 1960. Une catégorie particulière de professionnels, les « agronomes de terrain », y occupait une fonction centrale comme médiateurs légitimes entre la recherche publique réalisée au niveau régional et les agriculteurs.Les transformations des années 1990 conduisent à la fragmentation de ce SRICA. Il en émerge un système de connaissances lié aux grandes cultures (SICGC), promu par les entreprises fournisseuses d’intrants et les producteurs innovateurs agissant selon une logique a-territoriale qui remet en question la fonction des agronomes de terrain. Ces acteurs voient se modifier leurs pratiques professionnelles, leurs relations de travail et leurs espaces de références techniques. Ainsi, conscients de leur perte d’influence dans les nouveaux SICGC, certains cherchent à défendre leur place à partir de la maîtrise locale des nouveaux problèmes agricoles.Ce travail cherche à comprendre les changements touchant le groupe professionnel des agronomes de terrain, comme un moyen pour analyser les transformations qui affectent la profession et pour apporter des éléments nécessaires pour repenser la formation des ingénieurs agronomes. / In the 1990s, the opening of Argentine economy creates the proper conditions for the transformation of the Pampas agriculture: new technical objects and agents that altered farming practices and its relationship with territories.These changes are also clear in the central area of the Santa Fe province and in agricultural knowledge and information systems (AKIS). This region had experienced the consolidation of a territorial and regional AKIS during modernization 1960, whose configuration was operated by the State and joined by the private sector. This pattern gave “field agronomists” a vital role as legitimate mediators between research (conducted in regional government agencies) and farmers. The transformations of the ‘90s led to the fragmentation and differentiations of this regional AKIS, among which we find a system linked to extensive farming fostered by the suppliers of input material and innovative farmers whose non-territorial logic challenges the work of field agronomists. They watch their professional practices and work relations being modified and, aware of the weakening of their situation in the new extensive farming AKIS’s, they attempt to retain their position by managing new agricultural problems locally.This work intends to grasp the changes occurred in the practices of field agronomists in order to analyze the changes that impact on the profession agricultural engineers and provide elements of reflection for their training.