As tecnologias de convivência com o semiárido: o feito e o aprendido pelos agricultores no município de Livramento-PB.

Abstract

The present text is a result of the research originally carried out in the Specialization Course in Natural Sciences and Mathematics of the Center for Sustainable Development of the Semi-Arid of the UFCG, with the objective of analyzing and observing the social technologies used by the farmers, as they learned to use and how they cope with the long periods of drought faced in this region. A research with a qualitative approach was conducted which was characterized by the understanding of the meanings attributed by the subjects to the technological practices developed in the perspective of the coexistence with the Semiarid. At the same time, it sought to be explanatory, as Lakatos and Marconi (2011) put it, in order to observe and record the facts, to analyze and interpret them, identifying the subjects' perceptions about how they use them, where they learned those technologies, and the contribution to the coexistence with the drought. This study was carried out in the municipality of Livramento, located in the mesorregion of Borborema and microregion of Cariri Ocidental Paraibano. The conceptual reference of the research sought support in the concepts of coexistence with the Semiarid and social technologies where a dialogue with Malvezzi (2007), Silva (2006) and Araújo (2016) occurred. To carry out the investigation, four communities of the municipality were selected: Areais de Verão, Bom Nome, Paus Branco and Girau de Capim. As a result, it was identified that: farmers use different types of technology, but that this use is still poorly correlated with the diversity of existing technologies, in addition to presenting a need for training and technical advice for an expansion and diversification of the practice with the social technologies of coexistence with the Semiarid. Considering that the specialization of teacher education, the introduction of contents related to the semi-arid region, social technologies and family agriculture need to be part of the teaching-learning process, as well as greater articulation with the families of the students and with the community in a perspective of contextualizing knowledge and fulfilling the social function of the school.