Impact of - IDL-BNC @ IDRC - International Development Research ...

Design and implementation of alternative experimental pesticide practices
(the project is currently at this stage);
Evaluation of the education process by the participants and support for
the epidemiologic monitoring program.
The education process of the growers and their families is extended through
the use of scheduled village meetings and the involvement of local organizations.
Schools, in particular, play a principle role. Teachers are encouraged to
educate and sensitize their students and involve the parents in this process.
The education component also includes parallel programs for health promoters
and medical and agricultural science professionals in the area. The purpose
of these programs is both preventative and proactive, seeking to raise awareness
and promote accountability to the epidemiologic surveillance program.
As an interactive process, the educational component also works to ensure the
internal coherence of the project by:
Gathering information from the participants to find out not only what
they do and how they do it, but also why;
Comparing and analyzing gathered information to formulate
hypotheses;
Transferring new knowledge in a systematic and usable manner; and
Discussing and analyzing alternative options for action on the basis of
new knowledge and understanding.
There is no set order in which to carry out these steps. During the gathering
of information, the growers not only gave their perceptions but also sought
comment on their conduct and actions. During the analysis of knowledge and
practices, new information suggested new hypotheses to the researchers.
While still in the process of gaining new understanding and knowledge, some
of the participants proposed control programs and others began to adopt new
practices, such as reducing the frequency or duration of DNOC application.
The education process, which draws information from knowledge and experience,
is itself part of the research process. Through dialogue, the research
strategy is adapted (this was especially true for the investigation into self-diagnosis)
and results are confirmed and enriched (Table 1).
During the education process, the research team came to accept the need to
stratify the sample population for the second phase of research and determined
that the medical questioning and blood test should be done 24 h after
application. This was also the process through which the problem of the
growers' perception of "normal" was detected and the self-diagnosis research
designed.
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