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Comment évaluer la contribution d'une formation au développement territorial ? Réflexion à partir de l'expérience d'une université paysanne dans le Nordeste du Brésil


  • Coudel, E.
  • Tonneau, J.P.


As the Brazilian government incentives participation in political decisions and decentralization, in particular by the implementation of territorial policies, the need to capacitate the actors becomes more visible. In the Northeast of Brazil, a Peasant University was thus created in 2003, to train 35 peasant leaders within the Cariri territory. Before disseminating this first experiment, an evaluation of the contributions of this training on the development of the territory is being led. Through the combination of empirical, theoretical and methodological elements, we suggest an analysis framework with two dimensions: the first allows to take into account the different "categories" of competences (human capital, social capital and institutional capital) and the second enables to study the moments of the training process. This framework is used to present a first series of conclusions concerning the impact of the training on the territory, in particular the importance of considering the networks formed during the training. ...French Abstract : Le gouvernement brésilien favorisant la participation aux décisions politiques et la décentralisation, notamment dans le cadre d'une politique territoriale, la demande en formation pour les acteurs (développement de compétences) se fait plus nécessaire. Dans le Nordeste du Brésil, une Université Paysanne a ainsi été mise en place en 2003, pour former 35 leaders paysans au sein du territoire du Cariri. Dans la perspective de diffuser cette première expérience ("réplication"), une évaluation des contributions de cette formation au développement du territoire a été engagée. A partir de la combinaison d'éléments empiriques, théoriques et méthodologiques, nous proposons un cadre d'analyse à deux dimensions : la première veut prendre en compte les "catégories" de compétences (capital humain, capital social et capital institutionnel) et la seconde permet d'étudier les moments du processus de formation. Ce cadre est utilisé pour présenter une première série de conclusions concernant l'impact de la formation sur le territoire, notamment l'intérêt de considérer les réseaux formés au cours de la formation.

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  • Coudel, E. & Tonneau, J.P., 2007. "Comment évaluer la contribution d'une formation au développement territorial ? Réflexion à partir de l'expérience d'une université paysanne dans le Nordeste du Brésil," Working Papers MOISA 200701, UMR MOISA : Marchés, Organisations, Institutions et Stratégies d'Acteurs : CIHEAM-IAMM, CIRAD, INRA, Montpellier SupAgro - Montpellier, France.
  • Handle: RePEc:umr:wpaper:200701

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    JEL classification:

    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O18 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Urban, Rural, Regional, and Transportation Analysis; Housing; Infrastructure
    • R58 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Regional Government Analysis - - - Regional Development Planning and Policy

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