Abstract:

This work is the result of pedagogical activities developed with students of the agricultural technical course aimed at identifying and valorizing Non-Conventional Food Plants (NCFPs) present at the Antonio Sarlo State Agricultural Technical School (ETEAAS), aiming to promote sustainable agriculture and conservation of natural resources. Such agriculture is understood as that which seeks environmentally responsible food production, economically viable, and socially linked to cultural, ethnic, and territorial aspects. For the realization of the study, the Demonstrative Unit was used as a horticultural production tool. Among the justifications for the development of the study, the articulation with the 2030 Agenda stands out, mainly regarding the Sustainable Development Goals (SDGs) 1 (eradication of poverty); (2) Zero Hunger and Sustainable Agriculture; (3) Health and well-being; (4) Quality education; (8) Gender equality; (13) Action against global climate change, and; (15) Life on land. It is important to highlight that the 2030 Agenda is a global pact, of which Brazil is a signatory, aiming for a more equitable planetary society and ecologically balanced ecosystems, maintaining Earth's health. Another justification for the study is related to technical education that considers the demands of current societies, as well as promoting the consolidation of professional skills through the theory-practice binomial. From the methodological perspective, a qualitative approach was adopted, and as technical procedures, unstructured interviews with residents of the vicinity of the aforementioned school were used to survey the main NCFPs in the locality, composing the data collection strategy. In addition, in the demonstrative unit, both locally known species and others were produced to enrich the students' and their families' menu, as well as promoting the popularization of these species as a way to rescue cultural habits historically eroded by socio-cultural homogenization processes. Regarding the obtained results, highlights include: greater exchange of knowledge/experience among teachers, students, and the community; teaching and learning processes more contextualized and engaged with socio-environmental demands in local and global contexts; teaching processes led by students, promoting a more emancipatory education. Furthermore, it is necessary to emphasize that the pedagogical intentions contributed to a more critical formation of the students regarding their realities and the environment in which they were inserted. From the perspective of continuing education in service, the teachers involved in the activities sought to (re)construct their knowledge about plant health, agroecosystem management, and collaborative work, in order to offer more dynamic and inclusive classes.

Keywords:

Agricultural, Student, Agricultural Technical School.