Agricultural Courses Research Articles

Desenvolvimento de um jogo sério sobre produção animal aplicado ao curso técnico em agropecuária

Cursos técnicos em agropecuária têm como objetivo preparar o discente para planejar, acompanhar e avaliar projetos agropecuários, analisando recursos disponíveis, situações técnicas, econômicas e sociais da propriedade rural. Os discentes destes cursos precisam de uma área para a prática de campo como uma fazenda. Porém existem casos que tal infraestrutura não está disponível. Este artigo apresenta um jogo sério implementado na forma de um ambiente virtual tridimensional (Fazenda 3D, versão 2.0) que simula uma propriedade rural. O usuário pode conhecer os setores da propriedade, tendo como objetivo realizar as missões “encurralada” e “vacinação”, além de responder às questões de quizzes que se encontram em placas espalhadas pelo ambiente. O software Fazenda 3D é um ambiente lúdico que pretende motivar por meio de jogo o interesse dos discentes por conteúdos das disciplinas técnicas de agropecuária. Além de auxiliar na compreensão dos conteúdos ministrados, o software permite ao discente maior desenvolvimento cognitivo de suas habilidades e competências, ao realizar as suas atividades profissionais. O software teve 100% de aprovação pela especialista da área técnica e pelos discentes do curso.

Perfil dos estudantes ingressantes no curso de Engenharia Agronômica em uma universidade pública do estado do Tocantins, Brasil

O estudo objetivou analisar o perfil dos ingressantes no curso de Engenharia Agronômica, em 2019, de uma universidade pública do estado do Tocantins, bem como suas motivações para a escolha, em particular, dessa universidade, tendo em vista a gama de outras possibilidades de instituições, além das suas perspectivas em relação ao curso no decorrer e após formados. A pesquisa foi exploratória e descritiva, de caráter quali-quantitativa e a coleta de dados se deu por meio de um questionário semiestruturado com perguntas abertas e fechadas, sendo estas, com opção de múltipla escolha. As respostas às perguntas fechadas foram analisadas com base na estatística descritiva, por meio de porcentagens e as justificativas às respostas das perguntas abertas, por meio da análise de conteúdo. Os estudantes ingressantes do ano de 2019, no curso de Engenharia Agronômica, da universidade pesquisada, apresentaram entre 17 a 24 anos, com predomínio de estudantes do sexo masculino, sendo a maioria natural do estado de Tocantins. Não foi encontrado no estudo influência da profissão dos pais para a escolha do curso, uma vez que, a maior parte dos pais desses estudantes, exercem atividades variadas e não ligadas ao meio agrícola/rural, porém a escolha de Engenharia Agronômica, pela metade dos estudantes entrevistados, se deu por questão de afinidade, e os mesmos encontram-se satisfeitos com o início do curso. Além disso, a maior parte dos estudantes mencionaram que após formados, pretendem atuar como Engenheiros Agrônomos no próprio estado, com expectativa que o curso os prepare para o mercado de trabalho.

Learning Interdisciplinarity and Systems Approaches in Agroecology: Experience with the Serious Game SEGAE

Agroecology represents a pertinent option to improve the sustainability of agriculture. To promote its application, agroecological concepts should be taught to students and professionals in the agricultural sector. However, most agricultural courses are not adapted to teach these concepts due to little interactivity or interdisciplinarity, and a lack of a systems approach to farm management. Serious games help to fill these gaps by simulating complex models in which players can learn by doing. We thus developed a serious computer game, called SEGAE (SErious Game for AgroEcology learning), which represents a mixed crop-livestock farm and assesses impacts of farming practices on indicators related to environmental, economic, and social sustainability. Its pedagogical interest was evaluated through two types of surveys given to university students who played the game during a one-week workshop: A knowledge survey on agroecology, and a feedback survey based on flow theory. Results showed that students increased their knowledge of agroecology significantly, particularly those who had had little knowledge of crop production. More than 86% of the students enjoyed the game, appreciating its interaction and feedback. Thus, SEGAE is an interesting tool to help students acquire knowledge of agroecology in a fun way by facilitating interdisciplinary and collaborative learning.

Sınıf Dışı Öğrenme Ortamları: Köy Enstitüleri Örneği

1937 yılında köylere öğretmen yetiştirmek amacıyla Köy öğretmen okulu açılmıştır. Daha sonra köy öğretmen okulları, Köy Enstitüleri olarak değiştirilmiştir. Köy enstitülerinde kültür dersleri tüm enstitülerde ortak özelliklerde olmasına rağmen, ziraat dersi ve çalışmalarıyla teknik ders ve çalışmaları her enstitünün kurulduğu bölgenin iklim özellikleri ve bölgenin ihtiyaçlarına göre şekillenmiştir. Aynı zamanda köy enstitülerinde öğrenme ortamı sadece sınıf ve laboratuvar gibi okul içerisindeki alanlarda düşünülmemiş, okulu kapsayan yakın çevreden başlayarak yakın köylere, ilçelere ve bölgelere kadar uzanan doğal, toplumsal ve kültürel bir araştırma ve inceleme alanını oluşturmuştur. Araştırmada tarihsel tarama modeli kullanılmış ve doküman incelemesi yöntemiyle analiz edilmiştir. Araştırmanın sonuçlarına göre köy enstitüsünde verilen eğitim yapısalcı yaklaşım esas alınarak yapılmış ve sınıf dışı öğrenme ortamları ön plana çıkarılmıştır. Köy enstitülerinde ezbercilikten uzak bir eğitim anlayışı görülmüştür. Derslerin günlük hayatta sağladıkları yararlar ve uygulama alanları öğrencilere kavratılarak öğretilmeye çalışılmıştır. Gezi ve gözlemlerle çocuğun doğaya ve hayata dair düşüncelerini harekete geçirmesi bakımından sınıf dışı öğrenme ortamları önemli bir yere sahiptir. Sınıf dışı öğrenme ortamları sayesinde öğrenciler sıkılmadan, yaparak- yaşayarak, kendi öğrenme hızında aktif öğrenmeyi gerçekleştirmiştir.

Coteaching in Higher Education

Tenure-track faculty at research intensive universities have competing responsibilities in their role as both researchers and teachers, leading to barriers to pedagogical change. This has been well-documented in the sciences. Coteaching models of collaborative planning and teaching with an explicit goal of facilitating educator growth have been successful in increasing the use of research-based pedagogy in higher education settings. We documented our experiences coteaching in an undergraduate ecological agriculture course and, drawing on sociocultural views of faculty work as learning, identified opportunities for learning that occurred. We found that the collaborative teaching team structure provided timely access to pedagogical knowledge, the collaborative planning process was a mechanism for faculty learning, and observing members of the team teach provided opportunities for new insights. Coteaching has had significant, lasting impacts for the instructors. We recommend that universities implement coteaching as a mechanism for supporting faculty use of student-centered pedagogy.

Comprehensive evaluation on water resource carrying capacity based on DPESBR framework: A case study in Guiyang, southwest China

Water resource is the crucial strategy resource for sustaining development, and is also a fundamental basis resource for building ecological environment, especially in karst areas of southwest China. In this study, the DPESBR conceptual model was first proposed and used to conduct sustainability evaluation on regional water resources in Guiyang. Based on the DPESBR model, 42 indicators were chosed and empowered by adopting combination weight. Results showed that the pressure on local water resources increased with soaring of total population and proportion of domestic water used by urban and rural residents. Countermeasures and options adopted by the local population had reduced the amount of agricultural irrigation water consumption and industrial water use ratio during the production course of regional agriculture and industry, but the increased water use scale had brought about a growth in resource depletion. Moreover, the sustained development of water resource system in the area was on the decline because of joint impacts of water contamination and use. Humanity could achieve the sustaining utilization of water resources in the region and the sustained progress of compound system by making adjustments on medium and short time bucket factors such as cultural heritages, value concepts, economical framework and technical makeup.

Agricultural and adult retraining (US experience)

The importance of agricultural training courses and retraining of adults is due to the development of science and technology, as well as the need to change the type of activity. With all the variety of existing forms of training in professional agriculture for adults, the following can be noted: courses for beginning entrepreneurs and farmers; courses for working agribusiness entrepreneurs who want to improve their knowledge and increase productivity, increase sales and, as a result, the profitability of the economy in which they work; courses for potential agricultural workers designed to develop specific technical as well as workplace-specific skills; courses designed for those who want to improve their skills.

The Effect of Agricultural Training on Youth Farm Entrepreneurial Attitudes: Evidence from Folk Development Colleges in Tanzania

Given the paucity of youth employment opportunities in the non-agricultural formal sector in developing countries much more needs to be done to attract youth into the agricultural sector. The main objective of this paper was to assess the influence of the agricultural training on youth farm entrepreneurial attitudes. A cross-sectional design was employed and 300 respondents were randomly selected from three Folk Development Colleges (FDCs). The data were analysed using descriptive and inferential statistics. The findings show that youth have favourable attitudes towards farm entrepreneurship. Furthermore, a significant difference was found in terms of farm entrepreneurial attitude across sex, age groups, college and programme studied. It is concluded that training in colleges where agricultural courses are blended with an entrepreneurship course have positive influence on youth attitude towards farm entrepreneurship. It is generally recommended that more theoretical components on the socio-economic benefits of farm entrepreneurship need to be added to the existing curriculum.
 Key Words: Courses, entrepreneurial attitude, intention, unemployment

Militarismo 1964-1985, Ficções e Ideologias Documentais na Realidade Brasileira: Revisionismo e EPT

Pretende-se com o texto discutir o período do regime militar do Brasil, que compreende os anos entre 1964-1985 e o contexto sócio-político na ocasião da intervenção das Forças Armadas na democracia do país, sob leitura de bibliografias produzidas por autores militares. Também será analisado o ensino sobre o período na Educação Profissional e Tecnológica do IFC, especificamente nos cursos Técnico em Agropecuária, visto que os Institutos são uma proposta educacional do governo do PT, partido que tem sua gênese dialética justamente no regime militar, e que objetiva a educação politécnica, integrada e interdisciplinar. Para tanto, faz-se a análise bibliográfica e documental a partir da ótica da História Cultural, e discute-se as relações entre documentos e ideologia pelo pensamento de Paul Ricoeur.

Using Text Mining to Gauge Student Sentiments about Hands-on Activities in a Protected Agriculture Course

Hands-on activities enhance learning and increase student satisfaction in horticulture courses. Nevertheless, hands-on activities can have widely different impacts on student learning. To achieve and maintain educational quality, instructors need to evaluate and improve activities. This research used text mining and sentiment analysis to gauge student sentiments about hands-on activities in a protected agriculture course. Students participated in five hands-on activities and submitted short reflective essays about them. Essay texts were separated into single-word (unigram) or three-word (trigram) objects. Unigrams were compared with general-use emotion lexica to extract student sentiments from the texts. Trigrams were used to assess essay content. All activities elicited positive sentiments among students. Trust, anticipation, and joy were the most prominent emotions identified. The activity focused on freeze protection was preferred over the other activities. Although other activities were also well received, they should be refined for future offerings. The presented method could be used to assess hands-on activities, leading to continuous improvement and successful implementation of experiential learning in horticulture courses.

An Approach of Agricultural Courses for Soil Conservation Based on Crop Soil Suitability Using Geomatics

Optimal resource planning is essential in developing countries, particularly in the Middle East, where scarcity of resources represents a major challenge for development. To eliminate inappropriate human influence on natural resources and develop a strategy for appropriate land use, land evaluation (LE) assessments are crucial to be properly carried out. In this context, land suitability (LS) assessment was performed in Port Said Governorate. LE and LS were carried out for several field crops, vegetable crops, forage crops, and fruit trees. LS was matched based on the requirements of the selected crops, then it was associated with physiographic map units using a GIS platform. Different sources of remote sensing-derived maps were integrated and homogenized to increase the accuracy of physiographic. Moreover, land quality and soil characteristics mapping were conducted in Arc GIS spatial model to generate LS using geostatistical methods. The results revealed that structure of LS classification was four classes only, moderately suitable S2 = 36%, marginally suitable S3 = 30%, currently not suitable N1 = 23%, and permanently not suitable for crops N2 = 11% of total area of land), respectively, of land. The actual LS produced in association with physiographic units. The potential crops suitability was produced considering the significant fluctuation in land use in the area. Fluctuation changes in land use; fish farms led to increase organic matter (OM) to 2.3 from 0.4% in some soil profiles due to the fish farms practices in the area, and reduce soil electrical conductivity by 50% due to leaching effect. Severe limitations of crop suitability are due to defects associated with organic OM, soil compaction, salinization, alkalinization and carbonates. This work helps to achieve optimum use of available land resources to help in soil improvement and prevent land degradation. Comprehensive LS assessment is required to grow appropriate crops on marginal lands. Hence, there is an urgent need for developing a crop suitability framework for optimum use of land in the area. This approach provides an integrated approach to identify suitable crops for areas with physical constraints.

Assessment and perception of student farm background in an introductory agriculture course

AbstractAs faculty continue to become generations removed from production agriculture, it may be difficult for some instructors to determine the production experience of students in their classrooms. This presents a unique issue in the broader field of agriculture education across disciplines in areas such as curriculum development and teaching methodology. The objective of this study was to quantify student self‐perceptions of their farming backgrounds and experiences in a non‐land‐grant university agriculture department. Students in an introductory agriculture course at Illinois State University were surveyed over four consecutive semesters to determine previous agricultural experience. Out of a total course enrollment of 775, 200 students indicated a farm background. This study focuses on these 200 students. Grain production experience was indicated by 79.5% of participants, and 52% of students reported livestock production experience, many of which (41.3%) were junior/4‐H/FFA‐based, which may influence student perception of commercial practices. Although 46.7% of respondents reported at least half of their family's household income was farm‐based, the proportion of household income generated by farming was greater for students indicating primarily grain farming backgrounds. Contrary to typical perceptions of “farm kids,” results of this study indicate low levels of production experience, and further evaluation of student and teacher agricultural experiences and perceptions is warranted.

Reflections on teaching aquaculture in the Marajó archipelago, Eastern Amazon

Reflexões sobre ensino da aquicultura no arquipélago do Marajó, Amazônia Oriental
 A aquicultura é uma atividade agropecuária em crescimento no arquipélago do Marajó, Estado do Pará, Brasil. Assim, é importante discuti à criação de organismos aquáticos em cursos técnicos da área de ciências agrárias. Diante disso, o presente estudo teve como objetivo entender os estudantes em agropecuária quanto a área da aquicultura, por meio da aplicação da análise diagnóstica. A metodologia consistiu em uma pesquisa de campo, qualitativa e explicativa. O estudo foi desenvolvido com 50 alunos do primeiro ano do ensino médio do curso técnico em Agropecuária do Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA), Campus Breves. Em conclusão, os estudantes declaram achar importante o assunto da aquicultura como disciplina dentro do curso técnico, apesar de, também demonstrarem pouca afinidade com a área; os que demonstraram afinidade apresentam o interesse pela criação de peixes. A falta de conhecimento sobre empreendimentos de aquicultura no Marajó pode ser um dos fatores responsáveis pelo desinteresse dos estudantes pela área, isso porque, na região, a cultura da atividade de pesca tem sido ainda bem mais forte para geração de pescado no arquipélago do Marajó.
 Palavras-chave: Educação do Campo, Organismos Aquáticos, Ilha, Amazônia.
 
 Reflections on teaching aquaculture in the Marajó archipelago, Eastern Amazon
 ABSTRACT. Aquaculture is a growing agricultural activity in the Marajó Archipelago, State of Pará, Brazil. Thus, it is important to discuss the creation of aquatic organisms in technical courses in the field of agrarian sciences. Given this, the present study aimed to understand the students’ reflections in agriculture regarding the area of aquaculture, through the application of diagnostic analysis. The methodology consisted of a qualitative and explanatory field research. The study was developed with 50 students of the first year of high school of the technical course in Agriculture of the Federal Institute of Education, Science and Technology of Pará (IFPA), Campus Breves. In conclusion, the students declared that they found the subject of aquaculture important as a discipline within the technical course, although they interested in fish farming. The lack of knowledge about aquaculture ventures in Marajó may be one of also demonstrate little affinity with the area; those who have shown affinity are the factors responsible for the students' lack of interest in the area, because in the region the culture of fishing activity has been even stronger for fish generation in the Marajó archipelago.
 Keywords: Rural education, Aquatic Organisms, Island, Amazon.
 
 Reflexiones sobre la enseñanza de la acuicultura en el archipiélago de Marajó, Amazonía oriental
 RESUMEN. La acuicultura es una actividad agrícola en crecimiento en el archipiélago de Marajó, Estado de Pará, Brasil. Por lo tanto, es importante discutir la creación de organismos acuáticos en cursos técnicos en el campo de las ciencias agrícolas. En vista de esto, el presente estudio tuvo como objetivo comprender a los estudiantes de agricultura en el área de la acuicultura, mediante la aplicación de análisis de diagnóstico. La metodología consistió en una investigación de campo cualitativa y explicativa. El estudio fue desarrollado con 50 estudiantes del primer año de secundaria del curso técnico en Agricultura del Instituto Federal de Educación, Ciencia y Tecnología de Pará (IFPA), Campus Breves. En conclusión, los estudiantes declaran que consideran el tema de la acuicultura como una disciplina dentro del curso técnico, aunque también demuestran poca afinidad con el área; aquellos que han demostrado afinidad están interesados en la piscicultura. La falta de conocimiento sobre las empresas de acuicultura en Marajó puede ser uno de los factores responsables de la falta de interés de los estudiantes en el área, porque, en la región, la cultura de la actividad pesquera ha sido aún más fuerte para generar peces en el archipiélago de Marajó.
 Palavras clave: Educación del campo, Organismos Acuáticos, Isla, Amazonas.

Contribuições da Pedagogia da Alternância para a Formação de Técnicos Agropecuários: o caso da Escola Família Agrícola de Jaboticaba – Quixabeira - Bahia

A educação é constituída e constituinte da cultura e da organização social de um povo. A partir dessa assertiva, consideramos que os pressupostos teórico-metodológico da Pedagogia da Alternância possibilitam a construção e realização de processos educativos na perspectiva da emancipação humana. Nesse entendimento, o presente artigo objetiva analisar contribuições da Pedagogia da Alternância para a formação de jovens camponeses vinculados à Escola Família Agrícola de Jaboticaba – Bahia (BA), no Curso de Educação Profissional Técnica de Nível Médio em Agropecuária Integrada ao Ensino Médio. A Pedagogia da Alternância se desenvolve em tempos educativos denominados Tempo Escola (TE), quando ocorre o estudo teórico-prático que dialoga com o Tempo Comunidade (TC), no qual o estudante amplia a produção do conhecimento junto às atividades de produção agrícola da família e, eventualmente, da comunidade. A pesquisa faz uma interpretação crítica acerca da organização do trabalho pedagógico que a escola, campo da pesquisa, realiza. A partir da observação direta das atividades de TE e na pesquisa documental, os autores indagam os princípios político-pedagógicos e de trabalho apresentados no Projeto Político Pedagógico (PPP), no Caderno de Realidade (CR) e no Relatório de Estágio Supervisionado (ES) dos educandos. Os resultados apontam que, na alternância dos TE e TC, os processos pedagógicos (pré)ocupam-se com o desenvolvimento sustentável e com a produção de conhecimento respaldada na realidade concreta do cotidiano social dos educandos e de suas comunidades.
 Palavras-chave: Educação, Pedagogia da Alternância, Trabalho Educativo.
 
 Contributions from Trade-Off Pedagogy to Agriculture and Cattle Raising Technicians Training: the case of Escola Família Agrícola de Jaboticaba – Quixabeira - Bahia
 ABSTRACT. Education is constituted and a constituent of a people's culture and social organization. Based on this assertion, we consider that the theoretical and methodological assumptions of Pedagogy of Alternation enable the construction and realization of educational processes in the perspective of human emancipation. In this understanding, this article aims to analyze contributions from Pedagogy of Alternation to the training of young peasants linked to the Escola Família Agrícola de Jaboticaba - Bahia (BA), in the High School Technical Education Course in Agriculture Integrated to High School. Alternation is developed in educational times called Tempo Escola (TE), when there is a theoretical-practical study that dialogues with Tempo Comunidade (TC), in which the student expands the production of knowledge together with the family's agricultural production activities and, eventually, from the community. The research makes a critical interpretation about the organization of the pedagogical work that the school, field of research, carries out. Based on direct observation of TE activities and documentary research, the authors investigate the political-pedagogical and work principles presented in the Political Pedagogical Project (PPP), in the Reality Book (CR) and in the Supervised Internship Report (ES) of the students. The results show that, in the alternation of TE and TC, the pedagogical processes (pre) are concerned with sustainable development and with the production of knowledge supported by the concrete reality of the social daily life of students and their communities.
 Keywords: Education, Pedagogy of Alternation, Educational Work.
 
 Contribuciones de la Pedagogía de la Alternancia a la Formación de Técnicos Agrícolas: El caso de la Escola Familia Agrícola de Jaboticaba – Bahia
 RESUMEN. La educación está constituida y es un componente de la cultura y la organización social de un pueblo. En base a esta afirmación, consideramos que los supuestos teóricos y metodológicos de la Pedagogía de la Alternancia permiten la construcción y realización de procesos educativos en la perspectiva de la emancipación humana. En este entendimiento, nuestro objetivo es analizar las contribuciones de la Pedagogía de la Alternancia a la formación de jóvenes campesinos, vinculados a la Escola Família Agrícola de Jaboticaba - BA, en el Curso de Educación Técnica Profesional en la Escuela Secundaria de Agricultura Integrada a la Escuela Secundaria. La Pedagogía de la alternancia se desarrolla en tiempos educativos llamados Tempo Escola (TE), cuando hay un estudio teórico-práctico que dialoga con Tempo Comunidade (TC), cuando en el que el estudiante expande la producción de conocimiento junto con las actividades de producción agrícola de la familia y, eventualmente , de la comunidad. La investigación realiza una interpretación crítica sobre la organización del trabajo pedagógico que se realiza en la escuela, campo de investigación. Nosotros fijamos en la observación directa de las actividades de TE y la investigación documental. Perguntamos acerca de los principios político-pedagógicos y de trabajo que el Proyecto Político Pedagógico (PPP), el Cuaderno de Realidad (CR) y la Práctica Supervisada (ES) que los estudiantes presentan. Los resultados muestran que, en la alternancia de los tempos educativos (TE) y (TC) los procesos pedagógicos están (pre) ocupados con el desarrollo sostenible y con la producción de conocimiento respaldado por la realidad concreta de la vida social diaria de los estudiantes y sus comunidades.
 Palabras clave: Educación, Pedagogía de la Alternancia, Trabajo Educativo.

O Centro Estadual Integrado de Educação Rural de Águia Branca/ES: interfaces entre Educação do Campo e Educação Ambiental

O presente artigo é desdobramento de uma pesquisa de Mestrado realizada no Centro Estadual Integrado de Educação Rural de Águia Branca/ES (CEIER-AB). Durante nossa incursão nessa instituição escolar, levantamos dados para desenvolver o nosso objetivo maior: identificar quais as repercussões das questões ambientais, trabalhadas no currículo da escola a partir dos Temas Geradores (TG), para os estudantes concluintes, no ano de 2018, da turma da Terceira Série do Ensino Médio Integrado ao Curso Técnico em Agropecuária. Tratamos das possibilidades de contextualização da Educação Ambiental na sua estreita articulação com a Educação do Campo desenvolvida no Centro, a partir do trabalho pedagógico com os TG, que considera a realidade de vida dos estudantes. Na metodologia, utilizamos pesquisa bibliográfica e documental, questionários e observação. Os resultados nos mostraram que o trabalho desenvolvido pela escola tem suas bases assentadas na Educação Ambiental, que permeia as ações de ordem teórica e prática produzidas na escola, e isso tem favorecido a criação de consciência em relação a preservação do meio ambiente por parte dos estudantes.
 Palavras-chave: Educação Ambiental, Educação do Campo, Temas Geradores.
 
 The Integrated State Center for Rural Education of Águia Branca/ES: interfaces between Rural Education and Environmental Education 
 ABSTRACT. This article is an unfolding of a Master's research carried out at the Centro Estadual Integrado de Educação Rural de Águia Branca/ES (CEIER-AB). During our incubation at this school, we collected data for the development of our main objective: to identify the repercussions of environmental issues, to work on the school curriculum based on Generating Themes (TG), for graduating students, in 2018, third grade class of High School integrated to the Technical Course in Agriculture. We deal with the possibilities of contextualizing Environmental Education in its articulation with the education of the field developed at the Center, based on the pedagogical work with the TG, which considers the reality of the students' lives. In the methodology used, bibliographic and documentary research, questionnaires and observation. The results presented in the work developed by the school have their bases approved in Environmental Education, which work as an order of order and theoretical practices produced in the school, and this favored the creation of awareness regarding the preservation of the environment by the students.
 Keywords: Environmental Education, Rural Education, Generator Themes.
 
 El Centro Estatal Integrado para la Educación Rural de Águia Branca/ES: interfaces entre la Educación de Campo y la Educación Ambiental
 RESUMEN. Este artículo es el desarrollo de una investigación de maestría realizada en el Centro Estadual Integrado de Educação Rural de Águia Branca/ES (CEIER-AB). Durante nuestra incubación en esta escuela, recopilamos datos para el desarrollo de nuestro objetivo principal: identificar las repercusiones de los problemas ambientales, trabajar en el plan de estudios escolar basado en Generando Temas (TG), para estudiantes graduados, en 2018, clase de tercer grado de secundaria integrada al curso técnico en agricultura. Abordamos las posibilidades de contextualizar la Educación Ambiental en su articulación con la educación del campo desarrollado en el Centro, a partir del trabajo pedagógico con el TG, que considera la realidad de la vida de los estudiantes. En la metodología utilizada, investigación bibliográfica y documental, cuestionarios y observación. Los resultados presentados en el trabajo desarrollado por la escuela tienen sus bases aprobadas en Educación Ambiental, que funcionan como un orden de orden y prácticas teóricas producidas en la escuela, y esto favoreció la creación de conciencia sobre la preservación del medio ambiente por parte de los estudiantes.
 Palabras-clave: Educación Ambiental, Educación de campo, Temas generadores.

Examining the Status of Middle School Agricultural Education Programs in the United States

Middle school is an important time in the development of agricultural education students and plays an important role in increasing agricultural literacy in our society. The theoretical framework of this study was based upon Piaget’s cognitive development theory and the importance of introducing agricultural topics to students at the appropriate age to facilitate continued growth and development in the subject. The purpose of this study was to examine the status of middle school agricultural education programs in the United States and describe any changes in the past 25 years. Findings from this study revealed an increase in middle school agricultural education enrollment and FFA membership and state FFA leaders viewed middle school agricultural education as a positive aspect in agricultural education leading to possible increases in high school agricultural education enrollment. Further research concerning appropriate length of middle school agricultural programs and middle school supervised agricultural experiences should be conducted. Recommendations for practice include developing standards for middle school agriculture courses and adding state funding for additional middle school programs across the nation.

Animation + Agricultural Microbiology Insterdisciplinary VR Curriculum Development in the Background of Industry–Academia Collaborative Education

Since the teaching in colleges and universities is divided into disciplines according to knowledge fields, so there is distinct boundary between disciplines in actual teaching, which leads to the lack of interdisciplinary thinking and cross-professional knowledge of students, and it also becomes difficult for colleges and universities to cultivate talents. The development of the new era places new demands on higher education. The construction of new liberal arts and new agricultural sciences requires innovative research on interdisciplinary research methods, talent training models, and research and development of the teaching content. VR virtual reality technology is used to carry out interdisciplinary research on animation teaching and agricultural microbiology teaching, and develop new curriculum, which can effectively enhance the effectiveness of teaching in various disciplines, and open up new teaching content and research ideas for animation and agricultural microbiology courses. Virtual reality technology and digital animation art provide an interactive and immersive teaching experience for the teaching and research of agricultural microbiology, and also inspire new ideas for teaching and research of new agricultural sciences. The content of agricultural microbiology provides research content for the creation of animation arts and expands the space for technology research and development. This article will discuss from the perspective of research background and research analysis, promote the development of interdisciplinary research in higher education, and also explore the research model of interdisciplinary curriculum development.

Działalność Towarzystwa Szkoły Ludowej we Lwowie (1892–1918)

The Folk School Association was established in Cracow in the year 1891 to celebrate the one hundredth anniversary of adopting the Constitution of the Third of May. The principal task of this organisation was to foster the national identity of plebeian masses by means of developing education, which was regarded as an important method of defending national interests in the period when there the Polish state was nowhere to be found on the map of the world. Until the year 1918, the Folk School Association had been active on Polish territories constituting the Austrian partition. Its practical activity consisted in awakening the hope of regaining independence. Its activity within the scope of developing curricula was conducted in two principal directions: educating and upbringing children and young people, and also organising adult education. For children and young people, orphanages, Froebel's kindergardens, and school halls of residence were conducted, and financial support for building primary schools in the countryside and on the areas inhabited by populations mixed in terms of nationality was provided. Amongst the varied forms of activity organised elsewhere than in school in the countryside, an important place was that of libraries, reading rooms and community centres, where talks on history and subjects connected with fostering patriotism, and also relevant to daily life, were organised. The celebrations of national anniversaries connected with the history of Poland took place on a regular basis. Ever new and varied forms of activities, apart from courses for the illiterate, were added to the offer. Complementary courses for women, as well as agricultural, horticulture, carpentry and construction work courses for men, were conducted. By means of its activity, the Folk School Association exerted a significant influence upon the population of the countryside and small towns. It disseminated education and culture, and shaped national, social and political identity.

An overview on Taxonomic Keys and Automated Species Identification (ASI)

A core goal of taxonomy and systematics, entomology, field botany, horticulture, zoology and many agriculture courses involves learning to identify plants and animals. But current syllabi and time constraint allow students to see only a limited amount of taxonomic variability. Usually only experts such as taxonomists and trained technicians can identify taxa accurately because it requires special skills acquired through extensive experience. Taxonomic keys are essential tools for species identification, used by students and professionals. The development of computer-based, multi-media keys provides one means of addressing this critical identification and diagnostic function. Automated species identification (ASI) is a method of making the expertise of taxonomists available to ecologists, parataxonomists and others via digital technology and artificial intelligence. Today, most automated identification systems rely on images depicting the species for the identification. Although computer programs will not replace classical plant identification methods, they have the potential to make these methods more effective.

A produção de vídeos tutoriais como recurso didático: uma experiência com alunos do médio integrado no componente curricular Desenho

This study deals with teaching and learning practices in vocational education and training (VET) in the Brazilian context. The objective of the research was to problematize the production of tutorial videos, as didactic resource - pedagogical, in the discipline “Drawing”, in a class of a higher secondary technical-professional education course. This is a particularly interesting topic due to the lack of teaching materials related to VET and the difficulties of using manual technical drawing instruments (and procedures execution ) observed in this discipline. The qualitative study adopted the action research method and was structured in three stages: video production, analysis of the video production process and intervention analysis. Held at the Federal Institute of Alagoas, Santana do Ipanema Campus, the research was carried out with students from the 1st grade of the Technical Course in Agriculture. Data collection focused on the written record and the application of two questionnaires: before and after the videos were produced. Participants rated positively the teaching experience they had. Our reflections suggest integration between the production of tutorial videos and the development of reflective teaching and learning practices. Thus, it is believed that the production of tutorial videos was positively constituted as a relevant didactic-pedagogical resource to the discipline “Drawing”.