The Peoples’ Web and the university: agroecology, insurgent traditional knowledge and epistemic decolonization

Pimentel, Spensy Kmitta; Menezes, Paulo Dimas Rocha de

doi:10.1590/1809-4422asoc20200094r1vu2022L1AO

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Original Article • Ambient. soc. 25 • 2022 • https://doi.org/10.1590/1809-4422asoc20200094r1vu2022L1AO copy

The Peoples’ Web and the university: agroecology, insurgent traditional knowledge and epistemic decolonization

La Tela de los Pueblos y la universidad: agroecología, conocimiento tradicional insurgente y descolonización epistémica

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Based on the relationship between the Universidade Federal do Sul da Bahia (UFSB) and the Teia dos Povos (Peoples’ Web) - network of traditional communities and urban and peasant movements -, the text suggests reflections about the meeting of traditional and academic knowledge as a reference of a decolonizing education, both in the public university and in the Teia’s territories. Through meetings with students, task forces and workshops, followed by the action-research method, the Teia allows us to advance in understanding the possible relationships between agroecology and a decolonial education project. This proposal by the Teia, which dialogues with the concept of ecology of knowledges and is integrated with the strategy of agroecological transition and the construction of communitarian autonomy, provides us with subsidies to discuss how the questions established within the scope of political ecology are connected to epistemic decolonization within the scope of an emancipatory struggle strategy.

Keywords:
Peoples’ Web; agroecology; political ecology; epistemic decolonization; Meeting of Knowledges

Proposals to be built with society
1.	Expansion of communication and access possibilities for students from traditional, rural and peripheral communities
2.	University Colleges, with complete education cycles, in rural settlements and traditional territories, with differentiated selection and education systems (“alternation pedagogies” - rural education, water, forests, indigenous and quilombola educations)
3.	Certification of traditional knowledge, continuosly titling and hiring masters in all courses.
4.	Support for demarcation of territories of traditional peoples and communities, publicly stating its position in cases of conflict.
5.	Continued training through interdisciplinary and intercultural graduate courses for education, culture and health professionals, public agents in office and social-environmental organizations coordinators, without overlapping with other institutions.
6.	Internship/residency/volunteer programs in public institutions, collegiate/councils, and cultural and third sector organizations.
7.	Encouragement of entrepreneurship at the University: selection of faculty members with market experience and a permanent evaluation system for the applicability of studies and research.
8.	Undergraduate and graduate degrees in Brazilian sign language, specific quotas for deaf students, quotas for deaf teachers in all areas.
9.	Strengthening of the permanence support system for students from traditional, rural, and peripheral communities: daycare and early childhood education, housing and social rent, food, mobility and accessibility.
10.	Mapping and development of agroecological supply chains / socio-productive networks of the Atlantic Forest and Waters / seeds network / food sovereignty / cultures and knowledge.
11.	Management and administration plans, permanent tutorial extension, enterprise impact studies, technical support for demarcation and exchange in traditional territories, natural reserves and rural settlements.
12.	Dialogue forums / study nuclei / databank / observatories: youth and culture, affirmative action, gender and sexual diversity, ethno-racial relations and fighting racism, ethnic groups and traditional peoples, urban mobility and accessibility, respect and religious tolerance, socio-environmental context, regional economy and sustainability.
13.	Extension programs in art, culture, sports, health, and Farmácia Viva (Living Pharmacy) network.
14.	Technology Hubs and health poles of excellence at the headquarters
15.	Inclusion of prison population / homeless / socially vulnerable in higher education
16.	Residencies and rural extension.

Proposed lines of action already in progress
1.	Specific quotas for students from public schools in the region (55% by national selection on campuses; 85% by regional selection in university colleges)
2.	Expansion of quotas for indigenous students (33 supernumerary vacancies).
3.	System to support the permanence of students in situation of social vulnerability.
4.	Curricular innovation with the inclusion of teaching and learning processes based on abilities and skills.
5.	Regulation of the titling processes and incorporation of masters of traditional knowledge in UFSB courses.
6.	Integration with the public sector for the continued training of basic education teachers and a shared and participative management system.
7.	Integration with other higher education institutions to optimize the offer of courses and avoid overlapping in the region.
8.	Integration with the public sector to train professionals and qualify the public health system.
9.	Residencies in public health and public education.
10.	Hiring deaf instructors and professionals as employees in UFSB.
11.	Agreements and partnerships between UFSB and public and private institutions.

ANPPAS - Revista Ambiente e Sociedade Anppas / Revista Ambiente e Sociedade - São Paulo - SP - Brazil
E-mail: revistaambienteesociedade@gmail.com

Acompanhe os números deste periódico no seu leitor de RSS

[1] Spensy Kmitta Pimentel spensy@ufsb.edu.br