VIEIRA, J. S.; http://lattes.cnpq.br/5966843839121209; VIEIRA, Jéssica da Silva.
Résumé:
This study aims to analyze how the integration of pedagogical practices and social
technologies can promote sustainable development and coexistence with the semi-
arid region. The implementation of adaptive strategies, with a focus on coexistence
with the semi-arid region, is necessary to promote sustainable regional development,
ensuring water and food security for local populations. The research addresses the
decline of the Sumé Irrigated Perimeter (PIS), which exposed weaknesses in the
traditional irrigation model and in the sustainability of local agricultural practices. To
address these challenges, the study highlights the importance of contextualized
education as a tool for empowering semi-arid communities, enabling them to use social
technologies such as cisterns, drip irrigation systems, and agroecological practices.
The study uses a qualitative approach, of a bibliographic and documentary nature,
investigating previous experiences and analyzing proposals for the integration of
education and social technologies. Based on this, it proposes pedagogical strategies
that strengthen the relationship between school, community, and public policies,
promoting local autonomy and sustainability. The results show that the adoption of
contextualized pedagogical practices can strengthen family farming and adapt farmers
to environmental and structural changes. In addition, the study suggests the need for
public policies that expand access to social technologies and promote dialogue
between local and scientific knowledge. Finally, the study highlights the relevance of
future research on educational models that combine technological innovation and
sustainability, especially in the semi-arid region.
