Sowing the seeds of sustainability: the curriculum shift in agrarian technician training

Authors

  • Vanessa Cristina Zamban
  • Alessandra Matte

DOI:

https://doi.org/10.54033/cadpedv21n6-018

Keywords:

Sustainability, Technical and Technological Education, Curriculum Integration, Student Perceptions, Teacher Training

Abstract

Sustainability and rural development stand at the forefront of addressing pressing global challenges, from environmental degradation to social inequality. As we navigate an increasingly complex and interconnected world, the role of education in shaping the perspectives and actions of future professionals in agrarian and rural sectors becomes paramount. This study explores the integration of sustainability principles within the curriculum of the Agricultural Technical Vocational Education and Training (TVET) at the State Agricultural College of Toledo (CAET), located in the municipality of Toledo, Paraná, Brazil. By juxtaposing the curriculum's emphasis with students' perceptions of sustainability discussions across various disciplines, the investigation reveals a strong association between agriculture and sustainability. Agriculture emerges as the most frequently mentioned discipline among students, with agroecology closely following, underscoring its significance in promoting sustainable agricultural practices. Additionally, disciplines like Horticulture, Environmental Management, and Soils also receive notable mentions, suggesting their roles in addressing sustainability challenges within the agricultural sector. Interestingly, despite the curriculum not explicitly predicting the connection between certain disciplines, such as Horticulture, and sustainability topics, the teaching approach adopted by instructors appears aligned with sustainability conversations. However, a discrepancy exists between the perceived importance of sustainability discussions in core disciplines and their actual occurrence, suggesting a potential gap in integration by teachers. Addressing this gap may require investing in targeted education and training for teachers to ensure a more comprehensive incorporation of sustainability principles across all disciplines. This study highlights the need for a more deliberate and holistic approach to embedding sustainability in agrarian education, ensuring that future professionals are well-equipped to drive sustainable rural development.

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Published

2024-06-03

How to Cite

Zamban, V. C., & Matte, A. (2024). Sowing the seeds of sustainability: the curriculum shift in agrarian technician training. Caderno Pedagógico, 21(6), e4682. https://doi.org/10.54033/cadpedv21n6-018

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