The “inquiry pedagogy” and the construction of knowledge in rural extension

theoretical-methodological foundations in the performance of the Regional Institute of Appropriate Small Farming (IRPAA)

Abstract

This paper discusses the extension practices developed by the Regional Institute for Appropriated Small Farming and Animal Husbandry (IRPAA by its acronym in Portuguese), with the objective of analyzing the theoretical-methodological foundations that guide the interventions of this organization with family farmers in the Sertão do São Francisco territory, in the semi-arid region of Bahia. With a qualitative theoretical-methodological support, the research was developed based in three interrelated and complementary methodological processes: the bibliographical research, the survey of primary sources, and the semi-structured interview, which privileged the face-to-face interaction with the subjects of the survey, who were five farmers, five extension technicians, two coordinators. The research showed that the practices developed by IRPAA are intertwined with the systematization, construction and sharing of the Coexistence with the Semiarid Region. From this perspective, the interventions carried out by IRPAA are based on the organization's own historical trajectory, considering its emergence from the Base Ecclesial Communities of the Catholic Church, from popular education and from the confrontation of the paradigm of combating the drought. Based on listening, knowledge of reality, problematization and participation, the methodological processes undertaken by the organization seek to overcome the historical trajectory of anti-educational, anti-dialogical and diffusionist Rural Extension and Tech Support.