Download
eder zanetti n.
Skip this Video
Loading SlideShow in 5 Seconds..
EDER ZANETTI PowerPoint Presentation
Download Presentation
EDER ZANETTI

EDER ZANETTI

124 Views Download Presentation
Download Presentation

EDER ZANETTI

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. EDER ZANETTI Agriculture Environmental Science Program – PCAA, the case study of Alta Floresta campus, UNEMAT APRIL/2005

  2. UNEMAT/ALTA FLORESTA • Traditional university • PCAA proposal • Multicampi structure • GAIE • GA • Alta Floresta Campus • General • Flow Chart • Curricular Organization • Nucleus Division in GAIE and GA • Enrollment Procedure and Evaluation Process • Promotion, Progress and Dependencies • Professor’s Hiring • Duration and Activities • Conclusion

  3. TRADITIONAL UNIVERSITY • establish a group of sequenced knowledge with the main objective of promoting appropriation of already produced knowledge; • growing distance between society and university; • Brazilian Educational Law of Basics and Directives (9394/96) - curricular flexibility – attempt to create a new educational model

  4. PCAA PROPOSAL • university decentralization, of graduation and pos-graduation courses • be able of going over the technical knowledge and do a better reading of, and proposing actions, to the historical moment and reality to which they belong; • requiring the professor figure to be decompose into a guider and researcher; • adapt their own curriculum for building sensibility and social involvement behavior among bachelors, at the same time they provide scientifically and general Professional formation; • work the curriculum in a way it allows students and professors to be faced with the challenge of producing knowledge, under activities that exercise planning teams which elaborate decision and lines of action, redefining continuously their own practices; • Sustainable Development studies.

  5. MULTICAMPI STRUCTURE AT UNEMAT

  6. MULTICAMPI • Three biomes: Amazon, Pantanal and Cerrado; • 79 graduation courses being offered at the 10 university’s campus; • Pluriannual Plann: knowledge production, by project methodology not dissociated from teaching, research and extension, for elaborating biodiversity conservation projects aiming sustainability of an agro ecological way of production which can answer human’s priorities: social economical and environmental with attention to family agriculture and solidarity

  7. GAIE • Learning, Research and Extension Group; • Teachers and students; • lines and projects of social, economical and environmental problem’s research which are related to the need of sustainably developing the biome in which the program is inserted; • Lines are chosen to give answers to issues related to the environment where they occur

  8. GA • Learning Group; • Students; • Identified regional problems are worked under sub-divisions of Learning Groups; • the study, research and extension groups that develop the activities of the GAIEs;

  9. ALTA FLORESTA’S CAMPUS LOCATION

  10. GENERAL • Location: Agrarian Frontier • Area of Action: Agricultural Environmental Sciences Program (PCAA) • Studied Areas: Biomes: Amazon and Cerrado • General Issues at PCAA: Geopolitics – Biodiversity – Biotechnology – Agro ecology (with attention to family and social agriculture) • Graduation: Biology bachelor, License and bachelor in Biological Sciences, Agronomy bachelor, Forest Engineer bachelor. • Themes: • 1.Lost of Cultural Diversity; • 2. Indiscriminate use of Fire; • 3. Deforestation Alternatives: Use of Timber; • 4. Management of Natural Resources and Forests. • Professional Character of Graduated: Technically efficient; consciously and politically compromised with a sustainable action propose, within his/her social-economical-environmental action area.

  11. SUPERIOR BOARD COORDINATION AGRONOMY COURSE’S BOARD BIOLOGY COURSE’S BOARD FOREST ENGINEER COURSE’S BOARD LOST OF CULTURAL DIVERSITY UNDISCRIMINATE USE OF FIRE DEFORESTATION ALTERNATIVES: USE OF WOOD MANAGEMENT OF NATURAL RESOURCES AND FORESTS COMMOM BASIC NUCLEUS – 1st Year GA OF CONNECTION – SELF-KNOWLEDGE 1ST SEMESTER 2ND SEMESTER GAIE II GAIE I GA 2 GA 3 GA 5 GA 1 GA 4 SPECIFIC NUCLEUS – 2nd, 3rd and 4th YEAR 3RD SEMESTER 4TH SEMESTER GAIE II I GAIE IV GA 7 GA 9 GA 6 GA 8 5TH SEMESTER 6TH SEMESTER GAIE V GAIE VI GA 10 GA 11 GA 12 GA 13 GA 14 7TH SEMESTER 8TH SEMESTER GAIE VII GAIE VIII GA 15 GA 16 GA 17 GA 18 3rd Year (5th semester) – Forest Engineer GAIE V – Forest Management GA 10 – Forest Legislation Responsible: Eder / Rubens 3rd Year(5th semester) – Forest Engineer GAIE V – Forest Management GA 11 – Forest Policy Responsible: Cassiano / Ivan

  12. [1]Each professor shall develop teaching activities at others GA that might need one or more concepts of his/her field of work.

  13. CONCLUSION • The own sustainable development sense (as opposed to predatory), is the support for realizing the formation and professional up-dating process while changing instruments ; • Development of a production model that takes into consideration regional characteristics (climate, soil, terrain and others), cope for reversing traditional development approach; • strategy that involves considering the relation between social goods production and biodiversity conservation, enhancing population life quality;

  14. CONCLUSION • Low productivity and waste at national agricultural seems to portray a lack of a better development on the agriculture and industry relation - new knowledge and technology; • realization of joint projects with public organizations, governmental entities and institutions as well as non-governmental ones - PARTNERSHIPS

  15. CONTACT WWW.UNEMAT.BR ederzanetti@unemat.br ederzanet@yahoo.com

  16. END