Destructive Production, Agroecology and Schools of Agroecology in Brazil: Studies in Critical Social Sciences, cartea 292
Autor Henrique Tahan Novaes, João Henrique Souza Pires Traducere de Semaj Moore, Diogo de Lima Saraivaen Limba Engleză Hardback – 26 sep 2024
This book depicts peasants' struggles for the resistance to the advance of destructive production. It also socializes the results of research, which shows us the pressage of alternative forms of labour, which are based upon agroecology, in cooperation and corporativism besides the emergence of agroecology schools of one of the main social movements of the present time: the Landless Movement.
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Specificații
ISBN-13: 9789004706422
ISBN-10: 9004706429
Dimensiuni: 155 x 235 mm
Greutate: 0.56 kg
Editura: Brill
Colecția Brill
Seria Studies in Critical Social Sciences
ISBN-10: 9004706429
Dimensiuni: 155 x 235 mm
Greutate: 0.56 kg
Editura: Brill
Colecția Brill
Seria Studies in Critical Social Sciences
Notă biografică
Henrique Tahan Novaes is an Economics graduate from the Araraquara campus of UNESP (2001), and has a master’s degree (2005) and a doctorate (2010) in Scientific and Technological Policies from the University of Campinas (UNICAMP). His dissertation was the embryo of the book “O fetiche da tecnologia - a experiência das fábricas recuperadas” (Expressão Popular-Fapesp, 2007 and 2010, 3rd edition by Lutas Anticapital Press, also published in Argentina). His doctoral thesis became the book “Reatando um fio interrompido: a relação universidade-movimentos sociais na América Latina” (Expressão Popular-Fapesp, 2012, 2nd edition by the Lutas Anticapital Press, also published in 2016, in Argentina). He has also written the book “Mundo do trabalho associado e embriões de educação para além do capital” (Lutas Anticapital Press, 2008). He has been a professor at the School of Philosophy and Science of UNESP, in the city of Marília, since 2011, and a professor at the Graduate Studies Programme in Education since 2013.
João Henrique Souza Pires received his PhD in Education from the Faculty of Philosophy and Sciences of Unesp/Marília (2021), and his Master in Education from the Faculty of Philosophy and Sciences of Unesp/Marília (2016). He completed a postgraduate specialization in Social Technology at the Federal University of Latin American Integration - UNILA (2012) and in Public Management from the Federal University of Tocantins (2012). Graduated in Letters from Paulista University (2023).
João Henrique Souza Pires received his PhD in Education from the Faculty of Philosophy and Sciences of Unesp/Marília (2021), and his Master in Education from the Faculty of Philosophy and Sciences of Unesp/Marília (2016). He completed a postgraduate specialization in Social Technology at the Federal University of Latin American Integration - UNILA (2012) and in Public Management from the Federal University of Tocantins (2012). Graduated in Letters from Paulista University (2023).
Cuprins
List of Figures and Tables
Acronyms and Abbreviations
Introduction
1The Current State of “Primitive Accumulation”: Land Theft and Enclosures in the Twentieth and Twenty-First Centuries
1 Introduction
2 So-Called Primitive Accumulation
3 The Enclosure and Theft of Land in Brazil in the 20th and 21st Centuries
4 The Commodification of All Spheres of Life and Struggles of Resistance against “Primitive Accumulation”
2Destructive Production and Agroecology
1 Introduction
2 Green Revolution or Green Con? The Advancement of Destructive Forces in the Countryside
3 Patents as a New Form of Colonialism
4 Rescue of Historical Experiences of Alternative Agriculture: Clues to the Understanding of Agroecology
5 The Concept of Agroecology and the Need for an Agroecological Transition
6 The Technical Assistance Required for Agroecology
7 The Heterogeneity of Agroecology: From Market Niches to Systemic Rupture
3“Sustainable Development”, Agroecology and Ecosocialism
1 Introduction
2 “Sustainable Development” and its Limits
3 Technological Dependence and Neo-colonial Reversal: Effects on Commodity Exports and Brazil’s Role in the International Division of Labour
4 The Contributions of Michael Lowy and István Mészáros to the Ecosocialist Transition
4“Green Revolution” in Brazil, Rural Extension and the Fight to Establish mst
1 Introduction
2 The “Green Revolution” in Brazil
3 Importing the Model of Rural Extension
4 The Fight to Establish mst
5Perspectives and Dimensions of Agroecoloy
1 Introduction
2 The Perspective of the North-American thought: For Sustainable Processes in Agriculture
3 Resistance and Existence: Agroecology in Spanish thought
4 Agroecology in the Brazilian Scenario
5 Agroecology from the Perspective of mst and Social Struggles
6 The Dimensions of Agroecology
7 The Holistic Approach
8 The Participative Approach
9 Educational Dimension
6Transnational Corporations, the mst’s Agroecological Agenda and Agroecology Schools
1 Introduction
2 Monster Corporations and the Fetishism of the “Green Revolution”
3 Fights for Agroecology and the mst’s Agroecological Agenda
4 Class and Gender Issues in Agroecological Struggles
5 The People’s Agrarian Reform and the Construction of the Revolution in Latin America
6 Educational Resistance: The Experiences of the mst Agroecology Centres
7The Political Economy of the “Green Revolution”, Agroecology and the mst Agroecology Schools
1 Introduction
2 Capital’s Agriculture Campaign and Destructive Production: The Political Economy of the “Green Revolution”
3 Agroecology in the mst: Beyond the Green Agenda
4 The Creation of the Agroecology Schools
5 Agroecology in the Curriculum of the mst Vocational Schools
6 Final Thoughts
8Cooperation and Workers’ Cooperatives in São Paulo-mst: Actions of the Capitalist State that Block the Educational Potential of Associated Labour
1 Introduction
2 From the Coffee Complex to the Expansion of Agribusiness in the State of São Paulo
3 Conceiving Cooperation in the mst
4 Cooperation of the São Paulo mst in Face of the Capitalist State
5 Cooperation and Cooperativism in the mst of São Paulo
6 Final Considerations: Islands/Settlements Surrounded by a Green Sea of Sugarcane and Eucalyptus
9The Rescue of Labour School Principles by the mst and Their Influence on Agroecology Schools
1 Introduction
2 The Re-release of Books from the First Phase of Soviet Pedagogy by the mst
3 The River That Divides the Pedagogies of Capital and the Pedagogies of Labour
4 Fundamentals of the Labour School
4.1The Single School of Labour
4.2Polytechnic Schools
4.3Self-Direction
4.4Thematic Complexes
5 The Bureaucratization of the Russian Revolution and Its Educational Contingencies
6 Experimenting with the Principles of the Labour School in the mst’s Agroecology Schools
7 The Urgency of an Education Beyond Capital
Conclusions
Bibliography
Index
Acronyms and Abbreviations
Introduction
1The Current State of “Primitive Accumulation”: Land Theft and Enclosures in the Twentieth and Twenty-First Centuries
1 Introduction
2 So-Called Primitive Accumulation
3 The Enclosure and Theft of Land in Brazil in the 20th and 21st Centuries
4 The Commodification of All Spheres of Life and Struggles of Resistance against “Primitive Accumulation”
2Destructive Production and Agroecology
1 Introduction
2 Green Revolution or Green Con? The Advancement of Destructive Forces in the Countryside
3 Patents as a New Form of Colonialism
4 Rescue of Historical Experiences of Alternative Agriculture: Clues to the Understanding of Agroecology
5 The Concept of Agroecology and the Need for an Agroecological Transition
6 The Technical Assistance Required for Agroecology
7 The Heterogeneity of Agroecology: From Market Niches to Systemic Rupture
3“Sustainable Development”, Agroecology and Ecosocialism
1 Introduction
2 “Sustainable Development” and its Limits
3 Technological Dependence and Neo-colonial Reversal: Effects on Commodity Exports and Brazil’s Role in the International Division of Labour
4 The Contributions of Michael Lowy and István Mészáros to the Ecosocialist Transition
4“Green Revolution” in Brazil, Rural Extension and the Fight to Establish mst
1 Introduction
2 The “Green Revolution” in Brazil
3 Importing the Model of Rural Extension
4 The Fight to Establish mst
5Perspectives and Dimensions of Agroecoloy
1 Introduction
2 The Perspective of the North-American thought: For Sustainable Processes in Agriculture
3 Resistance and Existence: Agroecology in Spanish thought
4 Agroecology in the Brazilian Scenario
5 Agroecology from the Perspective of mst and Social Struggles
6 The Dimensions of Agroecology
7 The Holistic Approach
8 The Participative Approach
9 Educational Dimension
6Transnational Corporations, the mst’s Agroecological Agenda and Agroecology Schools
1 Introduction
2 Monster Corporations and the Fetishism of the “Green Revolution”
3 Fights for Agroecology and the mst’s Agroecological Agenda
4 Class and Gender Issues in Agroecological Struggles
5 The People’s Agrarian Reform and the Construction of the Revolution in Latin America
6 Educational Resistance: The Experiences of the mst Agroecology Centres
7The Political Economy of the “Green Revolution”, Agroecology and the mst Agroecology Schools
1 Introduction
2 Capital’s Agriculture Campaign and Destructive Production: The Political Economy of the “Green Revolution”
3 Agroecology in the mst: Beyond the Green Agenda
4 The Creation of the Agroecology Schools
5 Agroecology in the Curriculum of the mst Vocational Schools
6 Final Thoughts
8Cooperation and Workers’ Cooperatives in São Paulo-mst: Actions of the Capitalist State that Block the Educational Potential of Associated Labour
1 Introduction
2 From the Coffee Complex to the Expansion of Agribusiness in the State of São Paulo
3 Conceiving Cooperation in the mst
4 Cooperation of the São Paulo mst in Face of the Capitalist State
5 Cooperation and Cooperativism in the mst of São Paulo
6 Final Considerations: Islands/Settlements Surrounded by a Green Sea of Sugarcane and Eucalyptus
9The Rescue of Labour School Principles by the mst and Their Influence on Agroecology Schools
1 Introduction
2 The Re-release of Books from the First Phase of Soviet Pedagogy by the mst
3 The River That Divides the Pedagogies of Capital and the Pedagogies of Labour
4 Fundamentals of the Labour School
4.1The Single School of Labour
4.2Polytechnic Schools
4.3Self-Direction
4.4Thematic Complexes
5 The Bureaucratization of the Russian Revolution and Its Educational Contingencies
6 Experimenting with the Principles of the Labour School in the mst’s Agroecology Schools
7 The Urgency of an Education Beyond Capital
Conclusions
Bibliography
Index