PEDAGOGUES FOR WHAT? ALSO FOR RURAL EXTENSION

Abstract

Family farming in the State of Bahia accounts for 77.8% of agricultural establishments, but only 3.3% of farmers receive Technical Assistance and Rural Extension – ATER (Fortini, 2021). In this context, agroecological ATER, implemented by Civil Society Organizations (CSOs), emerges as a sociopolitical tool to strengthen this sector, with non-formal education being a strategy for training farmers. This study aims to analyze the role of educators in Rural Extension, seeking to understand how their work can strengthen this service and contribute to the autonomy and quality of life of rural families. The research was developed based on documentary analysis and interviews with educators who work with ATER and with farmers who receive their services. The results of the research revealed that most educators acquire their practical experience on the job, highlighting the need for courses in this area to prepare their students for this possibility, since the analysis of their curricular matrices reveals that it is necessary to include disciplines focused on the work of these professionals in this field. This study contributes to the construction of a new perspective on the role of pedagogy in rural extension, recognizing its relevance for socio-environmental development and for actions that contribute to mitigating the effects of climate change.