Educação popular e agroecologia: contribuições para a construção da política de assistência técnica e extensão rural equitativa no Brasil

Abstract

This article presents reflections on the contributions of Popular Education and Agroecology to the reframing of the theoretical and methodological bases of the public policy of Technical Assistance and Rural Extension. The text highlights how the confluences between popular education and agroecology and the implications of these contributions with feminist epistemology have contributed to the equity debate in the context of public ATER. The work was structured based on a review on the theme and more specifically on the selection and review of 06 articles from the CAPES journals portal,published between 2012 and 2017. The analyzed documents discuss the ideological and epistemological bases of PNATER and the National Policy on Agroecology and Organic Production -PNAPO. The article points out some central elements in the process of reframing the diffusionist ATER towards an equitable ATER, such as the prediction of social equity, the enhancement of citizenship, the promotion of sustainable rural development based on the principles of agroecology, democratic, participatory pedagogical approaches, based on recognition the plurality and diversity of the multiple categories that make up family farming.