EDER ZANETTI

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EDER ZANETTI

• Agriculture Environmental Science Program PCAA,
  the case study of Alta Floresta campus, UNEMAT

APRIL/2005
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UNEMAT/ALTA FLORESTA

• Traditional university
• PCAA proposal
• Multicampi structure
• GAIE
• GA
• Alta Floresta Campus
• General
• Flow Chart
• Curricular Organization
• Nucleus Division in GAIE and GA
• Enrollment Procedure and Evaluation Process
• Promotion, Progress and Dependencies
• Professors Hiring
• Duration and Activities
• Conclusion

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TRADITIONAL UNIVERSITY

• establish a group of sequenced knowledge with the
  main objective of promoting appropriation of
  already produced knowledge
• growing distance between society and university
• Brazilian Educational Law of Basics and
  Directives (9394/96) - curricular flexibility
  attempt to create a new educational model

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PCAA PROPOSAL

• university decentralization, of graduation and
  pos-graduation courses
• be able of going over the technical knowledge and
  do a better reading of, and proposing actions, to
  the historical moment and reality to which they
  belong
• requiring the professor figure to be decompose
  into a guider and researcher
• adapt their own curriculum for building
  sensibility and social involvement behavior among
  bachelors, at the same time they provide
  scientifically and general Professional
  formation
• work the curriculum in a way it allows students
  and professors to be faced with the challenge of
  producing knowledge, under activities that
  exercise planning teams which elaborate decision
  and lines of action, redefining continuously
  their own practices
• Sustainable Development studies.

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MULTICAMPI STRUCTURE AT UNEMAT
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MULTICAMPI

• Three biomes Amazon, Pantanal and Cerrado
• 79 graduation courses being offered at the 10
  universitys campus
• Pluriannual Plann knowledge production, by
  project methodology not dissociated from
  teaching, research and extension, for elaborating
  biodiversity conservation projects aiming
  sustainability of an agro ecological way of
  production which can answer humans priorities
  social economical and environmental with
  attention to family agriculture and solidarity

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GAIE

• Learning, Research and Extension Group
• Teachers and students
• lines and projects of social, economical and
  environmental problems research which are
  related to the need of sustainably developing the
  biome in which the program is inserted
• Lines are chosen to give answers to issues
  related to the environment where they occur

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GA

• Learning Group
• Students
• Identified regional problems are worked under
  sub-divisions of Learning Groups
• the study, research and extension groups that
  develop the activities of the GAIEs

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ALTA FLORESTAS CAMPUS LOCATION
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GENERAL

• Location Agrarian Frontier
• Area of Action Agricultural Environmental
  Sciences Program (PCAA)
• Studied Areas Biomes Amazon and Cerrado
• General Issues at PCAA Geopolitics
  Biodiversity Biotechnology Agro ecology (with
  attention to family and social agriculture)
• Graduation Biology bachelor, License and
  bachelor in Biological Sciences, Agronomy
  bachelor, Forest Engineer bachelor.
• Themes
• 1.Lost of Cultural Diversity
• 2. Indiscriminate use of Fire
• 3. Deforestation Alternatives Use of Timber
• 4. Management of Natural Resources and Forests.
• Professional Character of Graduated
• Technically efficient consciously and
  politically compromised with a sustainable action
  propose, within his/her social-economical-environm
  ental action area.

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3rd Year (5th semester) Forest Engineer GAIE V
Forest Management GA 10 Forest
Legislation Responsible Eder / Rubens
Knowledge Discipline
- Rural and forest extension in Brasil - Forest extension in Mato Grosso state - Macroeconomy - Agribusiness - Constitutional principles - Fauna and Flora Law - Reneuvable natural resources legislation study - Forest extension - Forest Economy - Forest Policy
3rd Year(5th semester) Forest Engineer GAIE V
Forest Management GA 11 Forest
Policy Responsible Cassiano / Ivan
Knowledge Discipline
- World development and forest extension - Extensions work projects - Development public policies - Microeconomy - Capital and costs at rural sector - Rural financing - Politic - Forest / environmental evaluation - Environmental codes at its different levels - Biopiratary and biosafety - Ethics and environment. - Forest extension - Forest Economy - Forest policy
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CURRICULAR ORGANIZATION AT PCAA CURRICULAR ORGANIZATION AT PCAA CURRICULAR ORGANIZATION AT PCAA
EACH CAMPUS ISSUES Each campus chooses the social issues connected with general issues worked at PCAA., with which it will be working. EACH CAMPUS ISSUES Each campus chooses the social issues connected with general issues worked at PCAA., with which it will be working. EACH CAMPUS ISSUES Each campus chooses the social issues connected with general issues worked at PCAA., with which it will be working.
PCAA DEVELOPMENT METHODOLOGY. PCAA DEVELOPMENT METHODOLOGY. PCAA DEVELOPMENT METHODOLOGY.
1. COMMON BASIC NUCLEUS Humanitarian, social, political and technical scientific formation for all courses, without any division. Duration of one year 2. SPECIFIC NUCLEUS Humanitarian, social, political and technical scientific formation, specific for each graduation area. Duration of 3 years. Total 4 years. P L A N N I N G Each 4 years period General Assembly Yearly Evaluation, adequacy, returning back to action and discussion FORUM choice, limits and structuring or re-structuring of year themes. . SEMESTER PCAAs pedagogic week elaborating or re-structuring teaching, research and extension projects of themes and planning for semester activities, besides choice or structuring specific themes approach. Semesters ending meetings between all GAIEs Social presentation and evaluation of actions Presentation of results and evaluations MONTHLY GAs professor pedagogic meeting from each GAIE for social gathering, evaluation and results presentation, actions feedback WEEKLY GAs professor pedagogic meeting planning activities, GA and each professor actions plans DAILY register and evaluation of activities and planning for their continuity.
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NUCLEUS DIVISION IN GAIE AND GA NUCLEUS DIVISION IN GAIE AND GA NUCLEUS DIVISION IN GAIE AND GA
LEARNING, RESEARCH AND EXTENSION GROUPS (GAIEs) the GAIEs will be formed by students and professor of each year or semester where they got proposed and can be refers to one or two lecture semesters, with execution time determined or not, according with each GAIE action and approach. LEARNING GROUPS (GAs) The GAs will be formed by students and professor of each GAIE and are grouped according with demanded action from each GAIEs teaching, research and extension Project and semester offered with hours charge and lecture days according with demands from activities and approaches of each GA. THEMES related to PCAAs issues and of each Unemat campus research line THEMES Sub-projects (teaching, research, extension) GAIEs actions Projects (teaching, research and extension) for regional social, economic and environmental issues. GAs theoretical and practical teaching plans 1. necessary know ledges 1.1. concepts to be worked with 1.2. enrolled knowledge areas and offered disciplines 1.2.1. each professors plans for teaching, research and extension activities
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ENROLLEMENT PROCEDURE AND EVALUATION PROCESS ENROLLEMENT PROCEDURE AND EVALUATION PROCESS ENROLLEMENT PROCEDURE AND EVALUATION PROCESS
Enrollment Process students enrollment (matriculation), monitoring, evaluation, recovering, promotion, dependences by GA 1. Diagnostic Qualitative Evaluation and Punctual of students shall occur along each GA development student and professors group and each professor, in his/her of guidance responsibility area of learning, research and extension is to be realized, by each student, at each GA - theoretical and practical 2.Qualitative evaluation at each GAs end, presentation of final research report at each GA, written and with seminar public defense 1. Parallel recovering under special and specifically orientation to detected learning difficulties and development of practical research activities at each GA 2. Final recovering under special and specifically orientation regarding detected difficulties during report and final presentation
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PROMOTION, PROGRESS AND DEPENDENCIES PROCESS PROMOTION, PROGRESS AND DEPENDENCIES PROCESS
Promotion, failure and dependency process of student will take place at each GA 1. Promotion will be given through monitoring and evaluation of learning, research and extension process and it gets finalized by evaluation of students written and oral presentation at first place or after new evaluation when specific orientation has been given on final recovering 2. Failure will occur when the student, even after final evaluation, has not achieved each GAs proposed objectives. 3. Dependency(s) if the student failed in one or more GAs of a GAIE, he/she will have to accomplish this dependency before matriculating in any other GA of the next GAIE.
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PROFESSORS HIRING PROCEDURES PROFESSORS HIRING PROCEDURES
The hiring and linking process will be done by GA. Professor will be hired by discipline that shall be developed with GAs methodology and will be a faculty at the GA with larger concentration of knowledge and concepts of his/her specific field of work. At the GA where the professor is working, he/she will develop, besides teaching activities of this GA and the others where he/she might be needed, research and extension activities related to his/her field of work1

1 Each professor shall develop teaching
activities at others GA that might need one or
more concepts of his/her field of work.
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DURATION AND SPLITTING AND DISCRIMINATION OF ACTIVITIES ACCORDIN WITH WORKING HOURS AT EACH SEMESTER DURATION AND SPLITTING AND DISCRIMINATION OF ACTIVITIES ACCORDIN WITH WORKING HOURS AT EACH SEMESTER DURATION AND SPLITTING AND DISCRIMINATION OF ACTIVITIES ACCORDIN WITH WORKING HOURS AT EACH SEMESTER DURATION AND SPLITTING AND DISCRIMINATION OF ACTIVITIES ACCORDIN WITH WORKING HOURS AT EACH SEMESTER
Splitting of teaching, research and extension activities 100 lecture days 10 recovering days Total 110 lecture days by semester 40 h/class per week 8h/class per day Teaching activities Research activities Extension activities Parallel recovering of difficulties with specific concepts of theoretical or practical references. Research and extension activities orientation Ordinary daily meetings social gathering and evaluation of periodical realized activities, Further action daily planning 2. Ordinary weekly meeting social gathering and evaluation of activities realized during the week, by professors and students from GAs of GAIE. Planning for further actions.
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CONCLUSION

• The own sustainable development sense (as opposed
  to predatory), is the support for realizing the
  formation and professional up-dating process
  while changing instruments
• Development of a production model that takes into
  consideration regional characteristics (climate,
  soil, terrain and others), cope for reversing
  traditional development approach
• strategy that involves considering the relation
  between social goods production and biodiversity
  conservation, enhancing population life quality

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CONCLUSION

• Low productivity and waste at national
  agricultural seems to portray a lack of a better
  development on the agriculture and industry
  relation - new knowledge and technology
• realization of joint projects with public
  organizations, governmental entities and
  institutions as well as non-governmental ones -
  PARTNERSHIPS

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CONTACT

• WWW.UNEMAT.BR
• ederzanetti_at_unemat.br
• ederzanet_at_yahoo.com

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• END