Sustainable food production and biodiversity

Agronomical Sciences

The curricular unit will have an expository part followed by discussion of the subjects with the doctoral students in order to stimulate critical thinking. In this context, the lecturer will present the syllabus, emphasizing the active involvement of the students, encouraging their participation and reflection on the content covered.

In line with the doctoral program’s pedagogical strategy, a “Problem Based Learning” (PBL) methodology will be implemented, in which the work to be carried out by each doctoral student will be aligned with their thesis project, in order to develop knowledge and skills that will be useful in the thesis work, in addition to being acquired when doctoral students most need knowledge and skills “just in time”, they provide deeper and more consistent learning, with a view to greater effectiveness in the use of content and skills at the thesis work level.

There is the possibility of inviting experts to share knowledge and validate the ideas of the work proposed by the students.

1. Characterize sustainable food production practices that promote responsible use of natural resources and environmental protection.
2. Identify sustainable production systems and their contributions to obtaining high-value food products.
3. Differentiate, assess benefits and challenges among agricultural and animal production systems (e.g., conventional agriculture, integrated production, organic farming, biodynamic, agroforestry, regenerative, conservation, urban farming, vertical farming, aeroponics, hydroponics, aquaponics, aquaculture) and evaluate their level of sustainability (e.g., food sovereignty, protection of human health and ecosystems, soil, water, and functional, genetic, and productive biodiversity preservation).
4. Understand the importance of genetic resources and breeding in agriculture and their application to sustainable food production.
5. Recognize the significance of reducing agrochemical usage for environmental and human health promotion.
6. Appreciate the relevance of crop diversification and rotation for soil fertility improvement and pest/disease prevention. Identify successful cases of Sustainable Agricultural and Animal Production projects.

In the Sustainable Food Production and Biodiversity course, the emphasis is on responsible use of natural resources, environmental protection, and socially just food production. Essential guidelines for sustainable agriculture include Sustainable Food Production and Biodiversity, the presence of conscious consumers, fair social and labor policies, and a commitment to reducing carbon emissions.

1. Genesis and evolution of food production, socioeconomic and social responsibility indicators;
2. Abiotic and biotic factors of production;

2.1. Climate and climate change (e.g., greenhouse effect, solar radiation, acid rains), soil and soil conservation (e.g., plant cover, contour farming, terracing) and water (e.g., water harvesting and storage, irrigation practices);

2.2. Viruses, bacteria, protozoa, fungi, plants, and animals in biodiversity, as enemies and allies or antagonists of production;

1. Sustainability and responsible use of production factors (e.g., seeds, agrochemicals) and cultural or management practices (e.g., crop rotation);
2. Conservation, selection, and improvement of genetic resources:

4.1. Germplasm collection, conservation, and utilization of landraces, maintaining genetic and cultural diversity;

4.2. Participatory genetic improvement programs for adaptation to local conditions and value chain;

4.3. Genetic improvement, history, and technical-scientific evolution. Conventional and new genomic techniques, ethical, social, and legislative issues;

4.4. Contributions of genetic improvement to agricultural sustainability;

1. Biodiversity promotion:

5.1. Functional biodiversity;

5.2. Biodiversity of agricultural species as a form of tolerance to climate change and crop pests;

5.3. Valorization of native species;

5.4. Creating ecological infrastructure, such as ecological corridors, to favor functional biodiversity.

1. Production Technologies and Agricultural and Animal Production Methods (e.g., conventional agriculture, integrated production, organic farming, biodynamic, agroforestry, regenerative, conservation, urban and peri-urban farming, vertical farming, aeroponics, hydroponics, aquaponics, aquaculture).

The curricular unit will be developed using the Problem Based Learning (PBL) methodology, in which the teacher explains the syllabus, emphasising the active involvement of the students, encouraging their participation and reflection on the content covered. The possibility of inviting experts to share knowledge and validate the ideas of the work proposed by the students.

Continuous assessment will be carried out by means of:

Continuous Assessment (100%) = TIA (40%) + TIO (40%) + TIQ (10%)

 -TIA - Individual work in the format of a scientific article on a topic chosen by the student and scrutinised by the UC lecturers, in the context of the UC (40%);

 - TIO - Individual work, oral presentation (40%);

 - TIQ - Individual Work resulting from Class Questions (20%)

Evaluation in Exam (100%)

NAO