The Brazilian rural extension policy in the opinion of mediators and their contributions to the productive inclusion of family farmers
DOI:
https://doi.org/10.48160/22504001er26.450Keywords:
Freirian pedagogy, Emancipatory education, Rural extension, Public policy, Rural educationAbstract
Based on a dialogue with the cognitive approach to public policy analysis, the objective of this article is to analyze the National Policy for Technical Assistance and Rural Extension for Family Agriculture and Agrarian Reform (Pnater) in the opinion of social mediators and their contributions to the productive inclusion of family farmers in the state of Tocantins. It is concluded that the Pnater is anchored in a perspective of diffusion of technologies, explained by the fact that interventionist practices are based more on aspects of technical assistance than on rural extension.