Problems Analysis and Maguerez Arch Methodologies for Teaching Rural Agroecological Extension

Immersion in rural reality has been a challenge for the Veterinary Medicine at the Federal Rural University of Pernambuco, whose training locus are generally concentrated in classrooms and laboratories. Furthermore, the immersion in the reality of a land reform settlement was even more challenging, as it is a reality that is almost unknown by the students. Additionally, the students had to assume the leading role in the construction of knowledge, based on the methodology of problematization, and it was also a challenging. That is, knowing the phenomena from the concrete reality, which by the way, presented itself in a dynamic, plural and diverse way. And, of course, the experience was something quite new to students traditionally used to listening, receiving and writing down content in a fragmented way and with little room for deepening, dialogue and connection between the knowledge covered. This is because the view of reality in this case is always superficial and partial, as it often boils down to the individual point of view of the teacher and the restricted universe of four walls. And, therefore, knowing reality as it is implies, first of all, immersing in its complexity to know the intricacies and in-between of its parts and the contours of its totality, making it meaningful. Therefore, the methodology of problematization, in the light of the principles and concepts of Agroecology, of the dialogue between traditional knowledge and scientific knowledge, of experience and concrete experience, of dialogue with rural families, of intervention in reality, of reflection-action of the spaces built, in short, of the educational processes carried out, seem to have changed, greatly, not only the practice of the settlers, but above all the way of thinking and doing education of the students and educators involved.