Subsistence maize production has long been a dominant economic activity of households in Santiago Apóstol, a Zapotec community in the Central Valley of Oaxaca, Mexico. A baseline study from 1973 documents a regionally pervasive form of household level agriculture whereby cultivators prioritize land for subsistence maize above commercial crops. Since then, much has transformed the face of rural Mexico, including migration to the United States. Migration accelerated beginning in the 1970s as a response to government disinvestment in maize, but it may also be a new force of cultural and economic change impacting agriculture. The question arises, has migration modified longstanding subsistence agricultural practices centered on local varieties of rainfed maize? If not, what might explain the continuities and changes in agricultural practice observed? Ethnographic land use and maize consumption surveys among 19 migrant headed households conducted in Santiago Apóstol in the summer and winter of 2012 indicate that mean production of maize remains equivalent to that documented in the late 1960s, suggesting that migration has not engendered a generalized shift to commercial crops. Potential explanations for the persistent use of rainfed, local maize among migrant headed households are drawn from a mixed methods methodology involving triangulated analyses of household economic data, land tenure arrangements, perceptions of environmental change, participant observation, and archival research. Triangulated analyses allow speculation on linked human environmental changes in the landscape that may have reinforced use of a traditional, rainfed grain crop.

Thesis (M.Dev.) --University of Limpopo, 2008 / The aim of the study was to asses the socio-economic impact of casualisation of female farm workers and to determine whether they understand their rights as provided in labour policies. The study was conducted in the Letsitele area in the Greater Tzaneen municipality, Mopani District, Limpopo Province of South Africa. A sample of eighty female farm workers was drawn from the population. The self-constructed questionnaire elicited biographic information, the socio-economic impact of casualisation and knowledge of female farm workers about labour policies was from the respondents The findings of the study showed that casualisation of female farm workers have a large impact on their lives. The low wages that they earn are usually insufficient to meet their basic financial needs such as schooling their children, buying food, and building proper houses. It was also established that they are not properly informed about labour policies.

(MBA) North-West University, Mafikeng Campus, 2005

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 80-85). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 322-339).

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development interventions to contribute to the skills development and, after successful completion, ultimately contribute toward the alleviation of poverty. Insight into the factors that influence learnership performance will provide direction in terms of optimising learnership performance. The purpose of the research study was to create an understanding of the factors that influence learnership performance, with a focus on intention as a key variable. The literature review culminated in the development of the partial model of learnership performance (PMLP). Due to the complexity of the model and the sample size of 95 learners, the decision was made to split the model and to test it as two separate models. The first focused on antecedents of learnership performance including age, gender, previous work experience, previous learning experience, intention and environmental constraints. The second included the variables underlying intention namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective norms and perceived behavioural control. A questionnaire was developed for the specific purpose of the study. A mixed method methodology (including both qualitative and quantitative data gathering methods) were employed that included individual interviews, a pilot study of the questionnaire and the administration of the final questionnaire. Data was subjected to various statistical analysis including descriptive statistics and correlation analysis. Mediating relationships were calculated by means of the Sobel test. Previous learning experience as well as intention correlated positively with learnership performance. Although the sample included more male participants, women achieved higher levels of learnership performance. Significant relationships were found between intention and the hypothesised direct variables including attitudes, subjective norms and perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental constraints would have a negative moderating impact on the relationship between intention and learnership performance; however the research results did not corroborate this hypothesis. The relationship between intention and learnership performance was strong in cases where learners experience challenging environmental factors, whereas no significant relationship between intention and learnership performance was found in the absence of environmental constraints. Recommendations were made regarding an intervention to enhance learners’ intentions. Two approaches were recommended to optimise learnership performance, namely journaling activities and interactive workshops. These approaches aim to guide learners through the identification of obstacles that could inhibit their success in the learnership program. By consciously choosing to overcome these obstacles, learners develop an internal sense of empowerment which will enable them to take a step towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering van leerlingskapprestasie. Die doel van die navorsingstudie was om insig te bekom rakende die faktore onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die steekproef van 95 leerders is die besluit geneem om die model van leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer. ‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het. Verskeie data analise metodes is toegepas naamlik betroubaarheids analise, beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is met behulp van die Sobel toets verwerk. Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings faktore beleef, terwyl geen beduidende verhouding tussen intensie en leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings nie. Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste tree te neem om die armoede siklus te oorkom.

Made available in DSpace on 2015-03-26T13:33:42Z (GMT). No. of bitstreams: 1 texto completo.pdf: 420115 bytes, checksum: 73ddadf78303a92c8e537309ef948185 (MD5) Previous issue date: 2006-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The agrarian reform is theme quite controverted, could be analyzed by several angles, falling prominence to the political events that, along the history, they justify the moments of cooling and larger social mobilization. Among these angles, the present study will point out the relationship between the agrarian reform and the environment, being important to point out that the origin of this encounter was in 1997 with the promulgation of the Resolution 237 of CONAMA, that turned obligatory the environmental licensing for several activities, among which stand out the projects of rural establishments, being alerted that just in the year of 2001 there was the promulgation of specific federal norm for such a theme, which is, the Resolution 289 of CONAMA, that went into effect on December 19, 2004. In Minas Gerais, however, soon after the Resolution 237, a specific legislation was elaborated to discipline such situation, so that in 2000 the Normative Deliberation 44 of COPAM was elaborated, establishing the compulsory environmental licensing for the projects of rural establishments in Minas Gerais, in effect since the day of the publication, on November 25, 2000. In function of this new requirement for the agrarian reform, problems began to appear referring to the procedure for obtaining the environmental licenses, being the objective of this work to accomplish a study on the form as the environmental norm interfered in the creation and implementation of the rural establishments, being analyzed the institutions that work directly with the subject, as well as the analysis of the ideological mechanism that the Right use to justify the agrarian reform in Minas Gerais. / A reforma agrária é tema bastante conhecido e controvertido, podendo ser analisada por vários ângulos, cabendo destaque aos acontecimentos políticos que, ao longo da história, justificam os momentos de arrefecimento e maior mobilização social. Dentre esses ângulos, o presente estudo abordou a relação entre a reforma agrária e o meio ambiente, sendo importante salientar que a origem desse encontro se deu em 1997, com a promulgação da Resolução 237 do CONAMA, que tornou obrigatório o licenciamento ambiental para diversas atividades, dentre as quais se destacam os projetos de assentamentos rurais, alertando para o fato de que apenas no ano de 2001 houve a promulgação de norma federal específica para tal tema: a Resolução 289 do CONAMA, que entrou em vigor em 19 de dezembro de 2004. Em Minas Gerais, entretanto, logo após a Resolução 237, foi elaborada uma legislação específica para disciplinar tal situação, de forma que em 2000 foi elaborada a Deliberação Normativa 44 do COPAM, estabelecendo a obrigatoriedade do licenciamento ambiental para os projetos de assentamento rural mineiros, em vigor desde o dia da publicação, em 25 de novembro de 2000. Em razão desse novo requisito para a reforma agrária, começaram a surgir problemas referentes ao procedimento para obtenção das licenças ambientais. O objetivo deste trabalho foi realizar um estudo de como a norma ambiental interferiu na criação e implementação dos assentamentos rurais, analisando-se as instituições que lidam diretamente com a questão, assim como o mecanismo ideológico que o Direito, enquanto campo de conhecimento, se utiliza para justificar a reforma agrária em Minas Gerais.

This thesis is a detailed account of Zimbabwe's controversial fast-track land reform programme. Zimbabwe's land reform history has been discussed extensively, with a focus on land redistribution. The fast-track land reform programme transferred eleven million hectares of land from 4 000 white commercial farmers to 51 543 landless peasant families. The thesis begins by offering some land reform theories and gives an overview of the land question in Southern Africa. This is followed by a discussion of Zimbabwe's land question from a historical perspective. Next is a periodised account of the successes and failures of land reform attempts made by the Zimbabwean government from independence in 1980 to 1998 when the fast-track land reform programme was conceived. Zimbabwe's political and economic situation at this time is significant. The context for fast-track land reform includes a discussion about the national question in Zimbabwe and the deteriorating status of white citizenship; the rise of Zimbabwe's liberation war veterans as a formidable force and the formation of the Movement for Democratic Change as a strong political party that was challenging, among others, the dominance of the ruling Zanu-PF party and its policies. The blueprint for fast-track land reform is discussed in order to contrast it to how the reform unfolded in practice. In this regard, the response of the international community to the violence and lawlessness that characterised fast-track land reform is worth mentioning, especially since it has bearing on how Zimbabweans are trying to cope with life in a radically altered physical and social environment, following the land reform exercise. The consequences of fast-track land reform are analysed in terms of development and the plight of Zimbabwe's farm workers; the internal displacement of hundreds of thousands of farm workers, white commercial farmers and others in Zimbabwe's countryside and whether or not fast-track land reform beneficiaries can successfully engage in agriculture to improve their standard of living. The Vumba and Burma Valley case study is illustrative of how fasttrack land reform was implemented and its socio-economic impact on Zimbabwe's poor and marginalised groups, for instance, female farm workers. The case study offers valuable insights about the survival strategies that ordinary people affected by the land reform exercise are adopting in order to cope with their new circumstances. Data was gathered from a focus group discussion (pilot study), in-depth semi-structured interviews and observation on three farms, as well as interviews with a few government officials, government documents and newspaper reports. The study is useful to countries that are planning or already implementing land reform, for example, South Africa.

O Movimento dos Trabalhadores Rurais Sem Terra (MST) a partir do seu processo educativo e do caminho percorrido na educação iniciou, no ano de 2013, a experimentação da proposta curricular por Complexos de Estudo, na Escola Base e nas Escolas Itinerantes, do MST, no Paraná. Para a construção da referida proposta, o Movimento toma como referência histórica a experiência e os fundamentos originais da escola única do trabalho iniciada pela classe trabalhadora em período revolucionário soviético. A referência da experiência soviética exigiu um trabalho de apropriação crítica para o contexto brasileiro. A prescrição curricular, denominada Plano de Estudos, em sua parte introdutória, contempla elementos de concepção e fundamentos como: a concepção de Educação e de Matriz formativa - detalhamento das Matrizes: Escola e vida, Escola e Matriz Formativa do Trabalho, Escola e Matriz formativa da Luta Social, Escola e Matriz Formativa da organização Coletiva, Escola e Matriz Formativa da Cultura e Escola e Matriz Formativa da História - orientações gerais sobre a forma escolar: a função pedagógica do meio, a organização política da escola, os tempos da escola, aspectos metodológicos específicos, sequenciamento e duração dos Complexos de Estudo e o processo de avaliação. Na sequência, o Plano de Estudos contempla os complexos, as disciplinas, as porções da realidade/categorias da prática presentes nos complexos, organizados por semestre e por ano. Diante do contexto apresentado, esta investigação propõe analisar o processo de experimentação da proposta curricular por Complexos de Estudo na Escola Base Colégio Estadual Iraci Salete Strozak, localizado no Assentamento Marcos Freire, no município de Rio Bonito do Iguaçu, Paraná. Como caminho metodológico, optamos pela abordagem qualitativa e as análises foram realizadas sob o olhar do marxismo. Foram realizadas pesquisas bibliográficas e pesquisa de campo, entrevistas semi-estruturadas e análise de documentos gerados no processo de construção da proposta. Inicialmente, neste texto, discorremos sobre o caminho percorrido pelo MST na luta por escolas e pela educação pública; apontando elementos do processo que levaram à compreensão, pelo Movimento, de que somente a luta pela terra não basta para a efetivação da Reforma Agrária. Em seguida, discutem-se alguns elementos da Pedagogia do Movimento, a concepção de educação e os objetivos para a educação desse Movimento Social, as matrizes formativas e o potencial de transformar a escola a partir de uma proposta pedagógica que tenha esses elementos como orientadores. Apresentam-se ainda, os fundamentos originais dos Complexos de Estudo em sua origem histórica e de concepção. Discute-se acerca das transformações e inovações curriculares, o currículo como escolarização, como reprodução social e apresenta-se a estrutura da Proposta Curricular por Complexos de Estudo. Adiante, mostra-se como ocorreu o experimento na Escola Base Iraci Salete Strozak. Nesse momento, propomos dialogar sobre as transformações na organização do trabalho pedagógico, discorrendo sobre os elementos da proposta que estão sendo experimentados e as transformações percebidas até momento desta pesquisa. Ainda, abordamos a questão da formação dos educadores, desafios e avanços encontrados pela escola neste âmbito e, possíveis implicações para o experimento. / The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

O Movimento dos Trabalhadores Rurais Sem Terra (MST) a partir do seu processo educativo e do caminho percorrido na educação iniciou, no ano de 2013, a experimentação da proposta curricular por Complexos de Estudo, na Escola Base e nas Escolas Itinerantes, do MST, no Paraná. Para a construção da referida proposta, o Movimento toma como referência histórica a experiência e os fundamentos originais da escola única do trabalho iniciada pela classe trabalhadora em período revolucionário soviético. A referência da experiência soviética exigiu um trabalho de apropriação crítica para o contexto brasileiro. A prescrição curricular, denominada Plano de Estudos, em sua parte introdutória, contempla elementos de concepção e fundamentos como: a concepção de Educação e de Matriz formativa - detalhamento das Matrizes: Escola e vida, Escola e Matriz Formativa do Trabalho, Escola e Matriz formativa da Luta Social, Escola e Matriz Formativa da organização Coletiva, Escola e Matriz Formativa da Cultura e Escola e Matriz Formativa da História - orientações gerais sobre a forma escolar: a função pedagógica do meio, a organização política da escola, os tempos da escola, aspectos metodológicos específicos, sequenciamento e duração dos Complexos de Estudo e o processo de avaliação. Na sequência, o Plano de Estudos contempla os complexos, as disciplinas, as porções da realidade/categorias da prática presentes nos complexos, organizados por semestre e por ano. Diante do contexto apresentado, esta investigação propõe analisar o processo de experimentação da proposta curricular por Complexos de Estudo na Escola Base Colégio Estadual Iraci Salete Strozak, localizado no Assentamento Marcos Freire, no município de Rio Bonito do Iguaçu, Paraná. Como caminho metodológico, optamos pela abordagem qualitativa e as análises foram realizadas sob o olhar do marxismo. Foram realizadas pesquisas bibliográficas e pesquisa de campo, entrevistas semi-estruturadas e análise de documentos gerados no processo de construção da proposta. Inicialmente, neste texto, discorremos sobre o caminho percorrido pelo MST na luta por escolas e pela educação pública; apontando elementos do processo que levaram à compreensão, pelo Movimento, de que somente a luta pela terra não basta para a efetivação da Reforma Agrária. Em seguida, discutem-se alguns elementos da Pedagogia do Movimento, a concepção de educação e os objetivos para a educação desse Movimento Social, as matrizes formativas e o potencial de transformar a escola a partir de uma proposta pedagógica que tenha esses elementos como orientadores. Apresentam-se ainda, os fundamentos originais dos Complexos de Estudo em sua origem histórica e de concepção. Discute-se acerca das transformações e inovações curriculares, o currículo como escolarização, como reprodução social e apresenta-se a estrutura da Proposta Curricular por Complexos de Estudo. Adiante, mostra-se como ocorreu o experimento na Escola Base Iraci Salete Strozak. Nesse momento, propomos dialogar sobre as transformações na organização do trabalho pedagógico, discorrendo sobre os elementos da proposta que estão sendo experimentados e as transformações percebidas até momento desta pesquisa. Ainda, abordamos a questão da formação dos educadores, desafios e avanços encontrados pela escola neste âmbito e, possíveis implicações para o experimento. / The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.