Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação Interdisciplinar em Ciências Humanas, Florianópolis, 2015. / Made available in DSpace on 2016-04-15T13:16:20Z (GMT). No. of bitstreams: 1 337744.pdf: 3177567 bytes, checksum: 2ac79f254af17f0c84a4ec194946548f (MD5) Previous issue date: 2015 / Através de quais dimensões se expressa a relevância educativa dos movimentos sociais? Quais aprendizagens se co-constroem no interior deles? De qual forma se realiza o processo de assunção do compromisso sociopolítico? Quais conflitos ele proporciona e em quais níveis? Que tipo de transformações gera na vida das pessoas e nas comunidades? Estas são algumas das perguntas das quais nasceu a etnografia colaborativa que conduzi junto com o Movimento de Mulheres Camponesas no estado de Santa Catarina, e que me levou a atravessar ? também graças a um percurso de co-tutela entre a Universidade de Verona (Itália) e a Universidade Federal de Santa Catarina ? dois diversos contextos acadêmicos e nacionais. A atenção ao Movimento de Mulheres Camponesas ? que se constituiu em Santa Catarina em 1983 e se afirmou em nível nacional em 2004 ? tem origem em um interesse pelas práticas e os pensamentos político-pedagógicos que surgem do compromisso de comunidades de mulheres, frequentemente em lugares marginais e pouco conhecidos. Neste sentido, a partir de uma perspectiva teórica que interliga sobretudo as contribuições da pedagogia popular de inspiração freiriana, do feminismo italiano da diferença e do pensamento decolonial latino-americano, proponho na tese uma hermenêutica das práticas político-pedagógicas do Movimento de Mulheres Camponesas em Santa Catarina, situada nas relações que construí com minhas interlocutoras de pesquisa. Em particular, a tese se desenvolve em três partes, por sua vez divididas em capítulos. A primeira parte é dedicada às contextualizações teóricas, metodológicas e históricas da pesquisa, em um processo de gradual aproximação ao objeto de estudo. Na segunda parte, trato das práticas político-pedagógicas do movimento, detendo-me na interpretação dos processos educativos formais e, especialmente, informais e não formais, à luz de três conceitos pedagogicamente densos: compromisso, conflito e transformação. Por fim, na terceira parte, argumento sobre as implicações pedagógicas da agroecologia ? que atualmente representa o núcleo articulador das lutas do movimento ? em chave feminista e decolonial. A partir de um processo intersubjetivo de elaboração do conhecimento, que envolveu a mim e algumas outras mulheres em contextos, lugares e tempos específicos, visei oferecer uma contribuição à construção de uma pedagogia dos movimentos sociais, nascente no Brasil ? onde está enraizada no pensamento de Paulo Freire ? e quase totalmente ausente na Itália ? embora alguns antecedentes8fundamentais possam se encontrar na tematização do nexo entre pedagogia e política pelas experiência históricas de pedagogia popular (a escola de Barbiana, o centro Mirto em Partinico, o movimento não-violento) e pelas pedagogias críticas (dentre elas, o pensamento gramsciano, o Problematicismo e a Pedagogia da Diferença Sexual).<br> / Abstract : Through which dimensions does the educational significance of social movements find its own expression? What kind of learning can be built together in their inside? How can the process of the assumption of a socio-political commitment take place? What kind of conflicts does it open and at what levels? What kind of transformations does it generate in people's lives and communities? These are just some of the several starting questions of the collaborative ethnography-based study that I have carried out together with the Peasant Women's Movement in the State of Santa Catarina and that has allowed me to pass through two different national-academic contexts, thanks also to a joint supervision between the University of Verona (Italy) and the Federal University of Santa Catarina. The focus on the Peasant Women's Movement, which arose in Santa Catarina in 1983 and established itself in 2004 on a national level, starts from an interest in the political-pedagogical practices and thoughts that arise from the commitment of women's communities in the most peripheral and unknown places. In this study, starting from a theoretical perspective, that interweaves the various contributions of the Freirean popular pedagogy, the Italian difference-feminism, and the Latin American decolonial thought, I propose a hermeneutics of the political-pedagogical practices of the Peasant Women's Movement in Santa Catarina, and this hermeneutics finds its location in the relationships between me and my interlocutresses. In particular, this study is made up of three main parts, each one subdivided into various chapters. The first part is dedicated to a theoretical, methodological, and historical contextualization in a process of a stepped approximation to the subject-matter of the study. In the second part, I go deep into the political-pedagogical practices of the Peasant Women's Movement, with a focus on the interpretation of formal, informal and non-formal educational processes in the light of three main pedagogical concepts: commitment, conflict, and transformation. In the third part, I argue about the pedagogical implications of agroecology, which nowadays forms the core of the struggles of the Peasant Women's Movement, in a feminist and decolonial point of view. Starting from an inter-subjective process of knowledge construction, which involved both me and some other women in specific contexts, places, and times, I tried to offer a contribution to the construction of an pedagogy of social movements. This pedagogy is emergent in Brazil, where has its roots in Freire's thought, and is almost10absent in Italy despite some fundamental precedents can be found in the theming process of the link between pedagogy and politics by some historical experiences of popular pedagogy (the school of Barbiana, the center Mirto in Partinico, the nonviolent movement) and by critical pedagogy (among them: the thought of Gramsci, the Problematicism, the Pedagogy of Sexual Difference).

Section 1: Introduction, Section 2: Physical Features, Section 3: Biological Resources, Section 4: Social/Economic Characteristics, Section 5: Important Resources, Section 6: Watershed Classification, Section 7: Watershed Management, Section 8: Local Watershed Planning, Section 9: Key Elements, Appendix A: Table 1, Appendix B: Suggested Readings, Appendix C: RUSLE, Appendix D: AGWA

The Santa Cruz valley in Arizona is a rapidly urbanizing area. Complaints by residents of the area about pest mosquitoes prompted the investigation of mosquito breeding sources and a search for management techniques that would reduce mosquito populations. Many types of mosquito breeding sites were found in the area, and eight species of mosquitoes were identified. The greatest source of mosquitoes was a 2400 hectare irrigated pecan orchard. The most numerous and annoying mosquitoes were Aedes vexans (Meigen) and Psorophora columbiae (Dyar and Knab). The orchard is irrigated ca. every two weeks from April through October by flooding level areas, called borders, between rows of trees. Mosquitoes hatched with every irrigation studied, from April through September, but reached annoying numbers from late April through mid-September. A. vexans was the dominant species in early spring and P. columbiae was dominant in summer. Highest populations were reached coincident with the summer rainy season in July and August. Tests were performed to determine the efficacy of Bacillus thuringiensis israelensis (B.t.i.) as an additive to irrigation water for control of mosquito larvae. The larvicidal material was effective at all concentrations from .586 to 2.344 l/ha and with all techniques used. The most cost-effective application technique was to use fertilizer tanks to drip a mixture of B.t.i. into irrigation water in ditches before the water ran into fields. The general rate of three parts larvicide per million parts irrigation water was found to be effective, especially when supplemented with a spray of one part larvicide to 64 parts water applied to the ends of borders two to three days following irrigation. An increase in larvicide concentration was found to be necessary during the peak of mosquito season. A successful management program was developed and applied for 1 year, during which no mosquito complaints were made by citizens, the population of mosquitoes in the orchard was reduced to a point where farm laborers were no longer annoyed, and farm managers were satisfied that the program was cost effective.

Orientador: Lúcia Sevegnani. / Com: Produto educacional: Os desastres naturais em Santa Catarina. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Exatas e Naturais, Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática.

Orientador: Alexander Christian Vibrans. / Co-orientador: Ary Teixeira de Oliveira Filho. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Tecnológicas, Programa de Pós-Graduação de Engenharia Ambiental.

Orientadora: Beate Frank. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Humanas e da Comunicação, Programa de Pós-Graduação em Desenvolvimento Regional.

Orientadora: Amélia Silveira. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Administração.

Orientadora: Denise Del Pra Netto Machado. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Administração.

Orientador: Stela Maria Meneghel. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Orientador: Mohamed Amal. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Administração.