Abstract
The article presents partial results of an ongoing research action, within the scope of the project “Geodigital Inclusion and Territorial Management of Family-Based Production Units: Generation of Sustainability Index for the Amazon Biome”. This project provides for the definition and availability of indicators of environmental, economic, agricultural, social and governance sustainability, aiming to assist family farmers in the management of the property, subsidizing them in decision making and increasing family income. Embrapa Territorial Intelligence carries out the execution of this research project in partnership with Embrapa Agricultural Informatics, units of the Brazilian Agricultural Research Corporation (Embrapa), headquartered in Campinas, São Paulo (SP), Brazil. The article presents a contribution to the education of the field in Brazil, through a continuous formation action, in the non-formal education modality, through presential and distance training courses, for students of the Agricultural Family School (EFA acronym for which it is known in Brazil) and Rural Family House (CFR acronym for which it is known in Brazil) in the Amazon Biome. This action was based on a training needs diagnosis, conducted through a questionnaire applied to 144 students, distributed between EFA and CFR, located in the Brazilian states of Acre, Amapá, Maranhão, Mato Grosso, Pará, Rondônia and Roraima. The objective of this diagnosis was to identify and analyze the training needs regarding: 1) media, informational and digital skills and competencies of these students; 2) students’ level of knowledge and domain of issues related to agricultural production systems and the sustainable development of family agricultural production units. This paper analyzes and presents the result of the diagnosis regarding only the students’ media, informational and digital skills and competencies. In this sense, the analysis of these competencies provided the subsidies for the elaboration of a formation and qualification program, oriented under the Pedagogy of Alternance approach, and that considers the specificities and the aspirations of the young students, in search of an education of the field compatible with the local reality and the aspiration of the subjects involved in the process.
Highlights
The concepts and guidelines formulating media and information literacy (MIL) (Grizzle & Calvo, 2016) provided the guiding principles for the conception of an action proposal for training young people, mostly students from Agricultural Family School (EFA acronym for which it is known in Brazil) and Rural Family House (CFR acronym for which it is known in Brazil), in the Amazon Biome, which comprises the states of Acre, Amapá, Amazonas, Maranhão, Mato Grosso, Rondônia and Roraima
The central idea of this training is to offer young people the content necessary to develop/strengthen the skills/competencies that will be needed to use the sustainability index generation system with the community to which they belong to support family farming actions in the Amazon Biome. It is the objective of the training program to contribute so that these young people increase the chances of developing the minimum skills/competencies necessary to be considered literate in the digital context so that they can, from this inclusion, identify information of their interests and analyze, criticize and produce content that express their awareness of their own realities
The research was oriented towards the construction of the theoretical and practical foundations focused on actions in the non-formal education modality, aiming to meet the interests and needs of the students involved in the study
Summary
The concepts and guidelines formulating media and information literacy (MIL) (Grizzle & Calvo, 2016) provided the guiding principles for the conception of an action proposal for training young people, mostly students from Agricultural Family School (EFA acronym for which it is known in Brazil) and Rural Family House (CFR acronym for which it is known in Brazil), in the Amazon Biome, which comprises the states of Acre, Amapá, Amazonas, Maranhão, Mato Grosso, Rondônia and Roraima. MIL is understood as the capacity that is developed by/in people to access, produce and distribute information and media content in various formats and various digital tools (UNESCO, 2013). [...] probably, the disparities between those who have and those who do not have access to information and the media, and between those who exercise or not freedom of expression, will increase. MIL is considered the foundation of a new literacy construct, which encourages the participation and empowerment of people, communities and nations towards the construction of the knowledge society 17): The adoption of MIL concepts in student training action meets the needs of promoting greater access, convergence and distribution of information and media and digital content, under different formats and tools. It is understood that: MIL helps develop critical thinking and problem solving, while increasing collaboration and participation. It is understood that: MIL helps develop critical thinking and problem solving, while increasing collaboration and participation. [...] A person literate in media and information should be a consumer of information and media content, and a responsible information seeker, knowledge creator and innovator, who is able to take advantage of a diverse range of information and communication and media tools
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
