Preparing Public Pedagogies with ICT: The Case of Pesticides and Popular Education in Brazil

This article analyzes the conditions through which it is possible to launch a project of public pedagogy with information and communications technologies (ICT) on environmental education and pesticides. This is a public pedagogy that is agreed between diverse actors (universities, environmental agencies, local authorities, schools, and farmers) and adapted to their needs and demands, based on the study of an ongoing project. The methodology is qualitative, with interviews with key informants and a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis developed with the contestants. In the development of the project, the conditions in which the theme of the project is lived and worked by the different actors who were included have been highlighted. The discussions that were held offered different points of view about the priorities of public health, environmental problems, and social and economic outputs. Among the conclusions, some difficulties came up about how to start public pedagogies that are managed by citizenship. The idea came from the community.

[1]  ENVIRONMENTAL EDUCATION: POLICY AND PRACTICE , 2013 .

[2]  Arnim Wiek,et al.  The Role of Transacademic Interface Managers in Transformational Sustainability Research and Education , 2013 .

[3]  R. Mayer,et al.  Multimedia learning: Are we asking the right questions? , 1997 .

[4]  L. Goldberg,et al.  Reflections On Service-Learning, Critical Thinking, And Cultural Competence , 2011 .

[5]  G. Lima Educação ambiental crítica: do socioambientalismo às sociedades sustentáveis , 2009 .

[6]  Douglas Kellner,et al.  YouTube, Critical Pedagogy, and Media Activism , 2010 .

[7]  B. Hall,et al.  The Nature of Transformation: Environmental Adult Education , 2012 .

[8]  Ari-Veikko Anttiroiko,et al.  City-as-a-Platform: The Rise of Participatory Innovation Platforms in Finnish Cities , 2016 .

[9]  M. Edelstein,et al.  Citizen participation and emprowerment: The case of local environmental hazards , 1995, American journal of community psychology.

[10]  Rowena H. Scott,et al.  Education for sustainability through a photography competition , 2014 .

[11]  Pilar Folgueiras Bertomeu,et al.  Participatory Evaluation, Service-Learning and University , 2015 .

[12]  Ryan E. Galt,et al.  Beyond the circle of poison: Significant shifts in the global pesticide complex, 1976-2008 , 2008 .

[13]  Janet Eyler,et al.  Reflection: Linking Service and Learning—Linking Students and Communities , 2002 .

[14]  Kari Andén-Papadopoulos,et al.  Citizen camera-witnessing: Embodied political dissent in the age of ‘mediated mass self-communication’ , 2014, New Media Soc..

[15]  Ian Thomas,et al.  Special Issue—Pedagogy for Education for Sustainability in Higher Education , 2014 .

[16]  Joaquín Paredes Labra,et al.  La formación de docentes en tecnología educativa: espacio para la reflexión sobre las pedagogías online. Teacher training in educational technology: a place to reflect about online pedagogies. , 2016 .