The construction of knowledge used in the agroecological approach enables the appreciation of local products, allows the dialogue of knowledge and recognizes the traditional methods of productive management, strengthening the rural identity of the territory. This work presents the Experience of building knowledge, through dialogues of knowledge and technical knowledge, with the formation of sociotechnical networks for the socioproductive inclusion of farming families benefiting from the public policy called Plano Brasil Sem Miséria (PBSM), in territories of northeastern Brazil. The methodologies used by Embrapa in the technology transfer process do not foresee the participation of farmers and extensionists. The experience took place from 2012 to 2016, in partnership with a public institution and a non-governmental organization of ATER, involving Interest Groups, consisting of farming families, technicians and extension agents. Environments of Learning Units were built, adopting the principles of Agroecological Education. It was verified that the creation of a space for dialogue promoted the construction of knowledge in a sociotechnical environment of agroecological innovation, articulation and social management.
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In Brazil, poverty and hunger are conditions that damage the dignity of human life and represent exclusions for the majority of the population. Simultaneously, there is a high rate of food loss, which is a paradox when considering the concept of food security and nutrition. To reduce problems in this area, initiatives have been conducted based on principles of a solidarity economy. Thus, this study had the goal of analyzing advances and challenges in the formation of a solidarity kitchen and focused on the use of post-harvest losses and the promotion of food safety in vulnerable communities in the city of Salvador, Brazil. This is an intervention study that involved activities in four areas: popular mobilization to work in a solidarity economy, formation of the workspace, training in food hygiene and production, and marketing of food. The evaluation process followed an analysis matrix, with indicators for all studied areas. Different challenges were observed in the establishment of the solidarity enterprise, especially concerning the mobilization and formation of the group, internal conflicts, the flow of production, and the formalization of the activity. Despite these limitations, progress was observed regarding citizen training, the establishment of solidarity principles (equality, cooperation, respect, economy, and care for others), and professional qualification. Thus, the solidarity kitchen is evaluated as a relevant strategy to soften the harsh living conditions of the lower classes by combining social inclusion with a new perspective on work that is distinct from the hegemonic production system.
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