Ferrovia BACEP: trilha para a estação do bem viver

Abstract

The present final project aims to share and reflect on my work as an Agroecologist and Popular Educator. It follows as a methodology my reflective narrative based on my academic journey, drawing on lived experiences, activity reports, notes, personal records, field journals, and audiovisual materials that were consulted for its construction. In terms of representation, it is an opportunity to socialize the lessons learned, challenges, and achievements experienced throughout my journey in the Bachelor's Degree in Agroecology and Popular Education and professional experience, highlighting the importance of integrated approaches to promote sustainable practices, economic equity, and social transformation.Throughout this journey, I delved into the complexities of Agroecology, discovering and recognizing sustainable ways to cultivate food, respect ecosystems, and promote food and nutritional security in both rural and urban areas, based on the principles of social justice and more supportive economic practices. In my work, social movements have emerged as catalysts for significant transformations, strengthening my understanding of social, environmental, and economic issues, contributing to the construction of more conscious and equal social practices and relationships.The interaction with Indigenous peoples emerged as an essential source of learning. Their sustainable practices, respect for natural ecosystems, and traditional knowledge were fundamental to a broader understanding of the interconnectedness between ecosystems, society, and nature. Solidarity Economy played a crucial role in my journey, providing enriching experiences of cooperation and self- management. Over time, I learned to use participatory methodologies that promote dialogue and knowledge exchange, in a practice that strengthens social bonds and transforms realities.The greatest lesson I learned was, without a doubt, regarding the role of the Educator, especially through studies and experiences in Popular Education. This approach breaks away from the traditional teaching model by valuing the collective construction of knowledge, respecting each individual's experiences, and promoting a liberating pedagogical practice. During my internship at the Technological Incubator of Popular Cooperatives (Incubacoop) at UFRPE, I had the opportunity to experience a transformative journey: the conception, management, and implementation of the first agroecological fair at Rural. This experience brought me closer to agroecological praxis and its political, socio-cultural, economic, ecological, and technical-productive dimensions, consolidating my understanding of the importance of participatory education.