A construção desta tese partiu das reflexões em torno das transformações no contexto da atividade de processamento de alimentos na agricultura familiar no Brasil. Tanto as políticas públicas como as políticas locais estão sendo formuladas com o objetivo de promover a essas famílias o acesso a recursos financeiros e a novos canais de comercialização. Ambas as políticas (locais e públicas) estão condicionadas às ideias das regras da legislação sanitária agroalimentar, que nem sempre refletem as formas como as famílias e os atores sociais locais interpretam as atividades de processamento de alimentos. Considerando esse contexto, esta tese teve como objetivo analisar o papel que as ações políticas locais, os programas e as políticas públicas - construídos para a agricultura familiar desde a década de 1990 no Brasil - exercem no processo de mudança na interpretação e conduta das famílias que desenvolvem tais atividades. Para tanto, a pesquisa foi realizada em quatro regiões do Rio Grande do Sul, as quais corresponderam aos Coredes: Hortênsias, Jacuí Centro, Sul e Vale do Rio dos Sinos. Ao total, foram entrevistadas 64 famílias (agricultores familiares) que processam alimentos oriundos da agricultura e pecuária. Para a coleta dos dados, foram utilizados um formulário composto de questões quali e quantitativas, diários de campo e observações. A análise dos dados foi desenvolvida por meio de técnica qualitativa (análise de conteúdo) e quantitativa (Escala Likert). As famílias foram divididas em 4 grupos (trajetórias), que mostram as diferenças nas formas como iniciaram e modificaram tecnicamente as suas atividades de processamento de alimentos. As diferentes formas como as políticas locais foram construídas explicam a emergência de novos hábitos nas famílias, especialmente no aspecto produtivo. Os agentes ligados aos governos locais e aos órgãos de assistência técnica destacaram-se como os principais atores sociais que influenciaram nesses processos. O regramento sanitário conduziu os agentes locais na formulação de ações visando transformar essa atividade. Nesse contexto, foram evidenciadas três formas de políticas locais: as políticas caracterizadas pela repressão, negociação e construção de ações coletivas entre as famílias envolvidas. O Programa Nacional de Alimentação Escolar é a única política pública que está provocando a transformação de hábitos, identificada pelas novas reflexões das famílias em torno das suas atividades, no ambiente da produção e da comercialização de alimentos. Essas mudanças são explicadas pelo processo de operacionalização e gestão dessa política pública, que demanda novas formas de organização social e coletiva nas atividades de processamento de alimentos. / This thesis has started from reflections on transformations in the context of processing food activities developed by family farmers in Brazil. Public and local policies have been developed to promote financial resources and new channel selling for the food produced by family farmers. Both policies reflect the ideas from agri-food hygiene standards, which may not represent the way families and other social actors have been interpreting this activity. Considering this context, this thesis aims to discuss what the role of public and local policies are – constructed for family farms in Brazil from the 90’s – in the changes of behavior and interpretation from family farmers that are processing food. The research was developed in 4 different regions in state of Rio Grande do Sul, Brazil, according to Regional Development Councils (Coredes): Corede Jacuí Centro, Corede Sul, Corede Vale do Rio dos Sinos and Corede Hortênsias. Interviews have been conducted with 64 families, which process food in the rural area, with the assistance of a semi-structured form (with qualitative and quantitative questions), field diaries and observations. In the data analysis, it was used qualitative (technique called tenor analyzis) and quantitative methods (Likert Scale). A typology has been constructed to describe the trajectories of families in the processing food activities, which represents how 4 different groups have started processing food and how they have changed the techniques over time. Different local policies have been developed by rural extension and actors from local government, which represents the main element of institutional changes. In this context, local policies have different characteristics: repressive, negociated and collective actions. Besides, these actors have been using the ideas from agrifood hygiene standards to develop local policies in order to transform processing food activities. The institutional changes were characterized by the transformations on productive and commercial aspect, especially in the local and stages of production. The National School Feeding Program (PNAE) has been influencing transformations in the family habits, which has been identified by changes in the production and selling of food. Moreover, these changes might be explained by the management process of this program, which involves new collective actions in the context of processing food activities.

Utbildning för hållbar utveckling är en oumbärlig komponent för att nästkommande generation ska kunna utveckla kompetenser och färdigheter för att hantera och förebygga de klimatförändringar och miljöproblem vi människor står inför. Skolan anses vara den mest avgörande platsen när det gäller att inspirera, motivera och utbilda miljömedvetna individer. I svensk grundskola är hållbar utveckling inskrivet i läroplanen och skall genomsyra all undervisning sedan 2006. Forskare har dock visat att många lärare saknar kompetenser och självförtroende för att undervisa om hållbar utveckling, alternativt är instruktioner och begrepp för otydliga och komplexa, vilket resulterar i en bristfällig implementering. Tidigare forskning indikerar att det saknas vägledning för hur hållbar utveckling skall implementeras i undervisningen rent praktiskt, eller att de styrdokument som finns behöver uppdateras. Med denna problematik till grund gjordes en intervjustudie där tre lärare och fyra lärarstudenter på grundskolenivå intervjuades för att besvara frågeställningarna och identifiera förbättringspotential och eventuellt kunna föreslå åtgärder för framtiden. Resultaten ställdes emot teorin Dewey’s notion of learning, experience and habits i syfte att bland annat besvara frågan kring vilka metoder och strategier som är de mest effektiva för att forma medvetna individer och i förlängningen skapa hållbara städer och samhällen. Intervjustudiens svarsanalys indikerade att det som tidigare forskare påvisat, att implementeringen är bristfällig och behöver ses över, med ett utökat helhetsperspektiv. / Education for sustainable development is an indispensable component to provide the coming generations with competencies and skills to cope with and prevent the sustainability issues todays’ communities are facing. Schools are one of the most crucial determinators when it comes to inspire, motivate and educate environmentally conscious individuals. Sustainable development is a part of the Swedish curriculum since 2006. However, studies on the field show that teachers are lacking competencies and confidence to educate on sustainable development, or that the guidelines and the topic is too vague and complex, which corresponds with an inadequate implementation. Current studies on the field indicate that guidance for an effective implementation is needed, or that the guidelines that exist need an update. With these identified problems, an interview study was conducted, three primary teachers and four students in the teachers’ program participated to answer the questions and identify potential for improvement and potentially give suggestions for future changes. The findings were used together with the theory Dewey’s notion of learning, experience and habits, with the aim to answer the question of which teaching methods and strategies are the most effective to form conscious individuals and eventually create sustainable cities and communities. The interview study confirmed what previous researchers have shown, that the implementation is inadequate and needs to be reviewed and updated with a holistic perspective. / <p>-</p>

The urgent need to combat climate change is increasingly being recognized. The Paris Agreement, which aims to limit global warming, requires carbon neutrality to be achieved by the mid-21st century. Further, the energy crisis in Europe that started in 2021 highlights the importance of energy security. Universities play a crucial role in promoting the transition to neutrality. This study aims to increase universities' electricity independence to further facilitate their transition to carbon neutrality. To this end, a multi-criteria decision analysis (MCDA) method was adopted to select scenarios for increasing a campus building complex's electricity independence, considering various stakeholders' interests together with the scenarios' performances on technical, environmental, economic, and social criteria. The findings show that photovoltaic technology, despite its perceived environmental benefits, performs poorly in reducing carbon emissions when considering lifecycle emissions, particularly in countries with low-carbon electricity like Sweden. Conversely, energy conservation through behavioral changes emerges as the optimal scenario for Campus Gotland due to its economic and environmental advantages. These results challenge the common reliance on energy production technology for carbon neutrality, highlighting the greater effectiveness of demand-side measures. This work suggests that universities need a more human-centric approach to transitioning to carbon neutrality. In a broader context, this study provides universities with insights to make informed decisions to achieve carbon neutrality, emphasizing the need to consider all stakeholders. By offering a comprehensive assessment and analysis of various scenarios, this work enhances the understanding of best practices for universities aiming to lead in the global effort against climate change.