Agrofloresta pedagógica como tecnologia social de ensino, pesquisa e extensão: pesquisa-ação junto ao Grupo de Estudos em Solo da Escola Agrícola de Jundiaí/UFRN

Abstract

The pursuit of agroecological practices integrated into education has been established as an essential strategy to promote sustainability and contextualized learning. In this context, the Pedagogical Agroforestry System of the Soil Study Group (GESOLO) at the Agricultural School of Jundiaí (EAJ/UFRN) stands out as a social technology proposal, combining teaching, research, and extension in a Living Laboratory. Conducted between March 17, 2024, and December 3, 2024, the research aimed to develop a Participatory Management Plan (PMP), providing a collaborative approach to integrate theory and practice in an interdisciplinary environment. Grounded in the action research methodology, the study engaged students, technicians, farmers, and faculty in activities such as practical lessons, workshops, discussion circles, short courses, and field days, enabling the co-construction of agroecological solutions tailored to local conditions. Through sustainable practices based on Nature-Based Solutions (NBS), the Pedagogical Agroforestry System fostered biodiversity conservation, environmental regeneration, and food security, establishing itself as a dynamic space for learning and experimentation. The integration of management practices, such as crop consortia and soil management, with pedagogical principles contributed to meaningful learning and the development of technical and social skills among participants. Among the future proposals is the creation of a lato sensu specialization course in Agroecological Agroforestry Systems, aiming to expand the project's academic impact. In conclusion, the study highlighted the potential of the Pedagogical Agroforestry System as a replicable model for agroecological transition, aligning agroecology and ecopedagogy in transformative educational practices.