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REPORT NUMBER 128
MICHAEL T. WEBER
MICHIGAN STATEUNIVERSITY
Michael T. Weber
Michigan State University
Long Term Consultant
to the
Federal University of Ceara
Fortaleza, Ceara
10 August 1976 to 30 June 1978
END OF TOUR REPORT
1. Introduction
My long-term consultantship with the PEAS project at the FederalUniversity of Ceara (UFC) began in August of 1976 and terminated onMay 7, 1978. I also spent two weeks as a short-term consultant to thesame program during June 15-30, 1978.
This termination report contains a brief review of, and commentson, activities completed during my consultantship period with theDepartment of Agricultural Economics at the UFC. It also containscomments and suggestions about existing shorter run problems and oppor-tunities of the Agricultural Economics Department.
The primary objective of my consu1tantship was to work in theAgricultural Economics Department at UFC to assist i.nmaintaining andimproving the on-going M.S. degree program which they began in 1971.There is little reference in the report to the more general activitiesof the PEAS program at UFC. This reflects my relatively small involve-ment in the structuring of implementation of the participant trainingand short-term consultant activities. Dr. Kirkpatrick Lawton, the firstMSU long-term consultant at UFC spent a significant amount of time onthese matters, and treated them in his termination report (MSU-Brazil-MEC Report Number 30). After his departure in March of 1977, I didbecome involved in the implementation of the short-term consultantprogram.
During the approximate two years in residence in Fortaleza, I alsoworked at evaluating longer run institutional growth problems and oppor-tunities of the Agricultural Economics Department at UFC and other uni-versities in Brazil. I also participated in two major agricultural mar-keting research projects. For the most part, I have reported upon de-tails of these specific activities in other publications and will notcover them in this termination report. The work with the PEAS Agricul-tural Economics survey team particularly summarizes my views towards thelonger run accomplishments and problems of the DEA. Interested partiesmay consult the following publications for further details on thesedimensions of my consultantship.
L Northeast Brazil_Wholesale Market Evaluation, Internal Documentof COBAC (Brazilian Food Company) 2 Volumes, 1976 (I worked witha team of analysts to prepare this).
2. Analysis of the Fresh Market Pot_en~ial for Proposed Tomato Pro-duction on the Ibiapaba Integrated Rural Development Project, byMichael T. Weber and Roberto Azevedo. To be published as a re-search bulletin of the Department of Agricultural Economics atUFC, 1978.
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3. An Analysis of Brazilian M.S. Thesis Research in the Area of Agri-cultural Marketing, by Michael T. Weber. In process, to also bepublished by the Department of Agricultural Economics at UFC, 1978.
4. Agricultural Economics/Rural SociologyAgricultural Economics-Rural Sociologyby MSU/Brazi1/MEC Project, Dec. 1977.mal member of this commission, but diddid draft the evaluation report on thegram at Ceara.
Survey Team Report, byStudy Commission, published(Note that I was not a for-work closely with it, andAgricultural Economics pro-
5. Towa.rds Improvement of Rura.1Food Distribution by Michael T. Weber.Paper presented at·the Interamerican Institute of AgriculturalSciences (TICA) Seminar on Marketing Strategies for Small Farmersin Latin America. San Jose, Costa Rica, April 25-28, 1977.
II. Review of Consultant Activities
A. Teaching
I was both directly and indirectly involved in the AgriculturalEconimics M.S. teaching program at UFC. My most important activitywas the teaching of a semester course in agricultural marketing. Con-siderable effort was made to up-grade this course. A careful reviewof marketing courses and reading materials available at other M.S.programs in Brazil helped considerably to restructure the course.The reading materials developed by a former Ohio State tec:hnicalassistant project at Piracicaba were obtained and even though someof this material is dated, it was helpful in expanding the focus of thecourse. A copy of the course outline and lecture topic outlines areincluded as Appendix I of this report.
Two important observa.tions of this activity are as follows:
1. Within Brazil, there is still too little interchange amongprofessors teaching agricultural marketing. An expandedprogram of exchanging reading materials and other teachingmaterials could help considerably to up-grade the present"underdeveloped" state of the agricultural marketing sub-ject matter area.
2. Closely related to the above, agricultural marketing re-search needs to be expanded, both as a training a.lternativefor graduate students, and as an activity to contribute toproblem-solving work in Brazil's food and agricultural sector.The review of M.S. research already completed in Brazil in thisarea is an activity I have undertaken to help identify the pastfocus of research and to at least begin to indicate additionalareas where research is needed.
-l
During the two years in the DEA, I also worked indirec.tly on coursestaught both by the OEA pro fessor s and by others. This involved efforts tohelp reorganize the mac ro+ec.momf.c s theory course taught by CAEN, with theobjective of incorporating Wire focus on the increasing interrelationshipsbetween the agr LcuLt uraI and o ther sectors in Brazil's economy. This alsoinvolved work to help organize a farm management/technological change courseto be taught by a PEAS slwrt-cerm consultant, Dr. Roger Fox (University ofArizona).
B. Advising Post-Gradua!e S~udE;nts
Work with post-graduate student research occupied a major portionof my consultantship.During the period, I served dS major professorfor eight students; participated actively on the comm i.t.t ee of an addi-tional six, and orf ente.i four from the new 1977-78 cl.ass towards spe-cific marketing research During tbis time period , the DEAalso made substantial progress in its tliesis completion record.
When VisitIng Professor, John Sanders, left in November ofl1976,the DEA had eleven completed the ses out of twenty-six students. Asshown in the following 'fable I, in June, 1978, twenty-five of forty-onestudents who have completed course work have defended their thesisresearch reports, and nineteen of these have already been typed andprinted, or are waiting for this final process. Four of the six studentswho have already defended are likely to complete final modifications andproduce a printed thesis. Hence, the DEi\.is close to having twenty-threecomplete M. S. degrees out of forty-one students (56in. Note that theabove-mentioned four students lacking only final modifications and astudent close to defending have been identified in Table 1. The DEAfaculty should consider .'1 special effort to complete those few sincerelatively little additional faculty time would be required.
The overall record on thesis completion in the DEA is up moderatelyfrom the 42 percent reported on by San.ders. In f acr; the improvement hasin part come from working with those students whom Sanders indicated wereclosest to completion, with only minor additional faculty inputs. Unfor-tunately for the future, this condition no longer holds. The vast major-ity of the sixteen students indicated in Table as not having definedtheses are not near to completion of even a final draft. Most, in factdo not even have workable topies. And the new class of 1977-78 is pres-ently beginning the thesis research stage, placing heavy demdnds on DEAfaculty for assistance.
In summary, much of my consultantship was spent working with post-graduate thesis research, especially assisting students and faculty incompleting research which ear Lf.er visiting--professors had begun with them.This strategy had a good payoff in terms of improving the DEA thesis
1 See "Progress and Problems of the Haster1s Degree Program in AgriculturalEconomics of the Federal University of Ceara." Termination Report of Dr.John H. Sanders after spending three years (1974-1976) as a Ford FoundationVisiting Professor with the DEA. Page 2.
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TABLE 1. Thesis Defense Situation (June 1978)
StudentsFirst Class 1971-72
ThesisDefense
Completed
FinalModifications
CompletedYES
1. Carlos de Paiva T{mbo Filho2. Francisco Ernani Pagels Barbosa3. Francisco Faure Facundo Bezerra4. Francisco Fernando Ribeiro Monte5. Francisco Rebou~as de L. J~nior6. Ignacio Taveres de Araujo7. Jos~ Freire de Castelo8. Jos~ Policarpo Costa Neto9. Leones Fernandes de Mendon~a
10. Luiz Ermano de Albuquerque Rocha11. Maria Aparecida Bezerra Sampaio12. Nilton Bezerra da Silva13. Raimundo Ferreira Filho14. Juarez de Lima Meneses
NO YES
xXXX
XX
XXXXX
XXX
XXXX
X
X
*
XX
Thesis FinalTyped and
PrintedYES
X
X
X
X
XX
Second Class 1973-73--------- .~~----------.----~~---~~~------~~-------------~~--::.:..N=-.O_--.:cY.:::E=-.SYES YES
1. Antonio Dias de Hollanda2. Antonio Rodrigues Barbosa3. Carlos Augusto Furtado de Mendon!;a4. Dalmo Marcelo de Albuquerque Lima5. Francisco de Assis Sales6. Jose Oliveira Costa7. Josias Manoel de Souza8. Manoel Jaci Soares9. Pedro Almeida Duarte
10. Pedro Fernandes Pereira11. Rodolfo Jose de Lira Gondim12. Toebaldo Campos Mesquita
Third Class 1975-76
1. Alfredo Arruda Branco2. Ana Haria Pereira de Oliveira3. Antonio HeTio de Henezes4. Diva Aparecida MoutinhoS. Henrique Roberto Correia Autran6. Hfrcio Ismar Santana Ferreira7. Joao Barbosa de Lucena8. Joao Bosco Saraiva Camara9. Jose de Mello Azevedo
10. Luiz Augusto de Oliveira Rabelo11. Maria Cleide Lima12. Raimundo Leopoldo F. Hont'Alverne1:\. StenLo Barbosa14. Tales Wanderley Vital15. Virgulino de Sa
XXXXXX
XX
xX
XX
*XXX
*X
X
XX
NOXXX
YES
*
XXX
XXXXXX
XX
X
YES
*
XXX
*X
X
X
x
X
XX
YES
xx
X
*Indicates these students have a high probability of defending and/or finishingfinal modifications, with relatively little additional faculty input.
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completion record. However, for future work by permanent DEA andvisiting professors, such a strategy may not be appropriate. Ofstudents from the first three classes, those relatively easy tocomplete are now f Ln Lshod or close to it. The pressing need iscurrently for faculty to work with the present class on theirresearch. This can have the greatest payoff since these studentsare more current in their training and more Li.ke l.y to finish a re-search project than those from previous classes. Hany of the latterneed to start with a fresh topic in order to complete the thesisresearch.
C. Research
My personal rcse arch was limited due to the ne.ed to work largelywith post-graduate stuuent s who already bad identi,fL.~dtopics, none ofwhich we re directly in the agricultural mar ke t ang a're a , However, overthe two year period, T ",vd:3 able to work towards getting more of my ownmarketing re.sear'ch und erway and towards helping the DEA begin to developa specific researcl. line in this area.
Early in the consultantship period, J cooperated with COBAL/Brasiliain an evaluation research project looking at the impact of four whole-sale product markets cons truc t.ed in Northeast Brazil with USAID funding.(See publication Li.sted on page 3resu ltLng from this work). Partiallyas a f olLow-up to this activity I also became f.nvcLve d in a research pro-ject in the DEA Lor.k Ln g at marketing prob Lems of farmers involved in anintegrated rural development project: in Ceara. COBAL had constructed arural assembly market in this area to assist in the marketing of commodi-ties to be produced as part of the integrated development project. Afinal publication (listed on page 3 of this report) or this researchwas prepared in English and is being translated to Portuguese for publi-cation by the DEA.
This research was carried out jcintly with Roberto Azevedo of theDEA and has served to Lnc rea se his, as we lI. as other DEA professors' ,interests in developing a permanent research line. And in May, 1978,the DEA received a research grant from SUDENE to continue this type ofapplied marketing research. A group of the presen t M. S. class waslikewise working to develop thesis research topics in this same area.
D. Extension
In conjunction with th2 applied marketing research, were a numberof extension-related activities.
As a direct input into the tomato marketing research for theIbiapaba integrated development project, three extension activitieswere completed. Fi.rst, materials WE're prepared and two days of meetings
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were held with cooperative technicians and agricultural extensionagents from the five countries included in the Ibiapaba project.The purpose of this work was lea extend results of the research toagents working directly with tomato producers in the Ibiapabaregion. This work was very useful and gave an example to the DEAfaculty involved how research results can be put to immediate useand how additional insights can be gained to help identify problemswhich can be included in M.S. thesis research.
The second extension activity resulting from the tomato researchwas a one-half day seminar held in Fortaleza among executives and plannersresponsible for implementing the integrated rural development projectsbeing undertaken by agricultural agencies in the State of Ceara.This was jointly organized with the Ceara agricultural extension ser-vice and CEASA-CE leaders. The objective here was to give projectplanners an opportunity to understand better through the tomato work,the applied marketing research and extension processes and how impor-tant such activities are for the integrated rural development projectsunderway.
A third extension activity from the tomato research 1i1aSa one-halfday seminar held in Bras1.lia. It included the Director of COBAL andhis staff in charge of designing and implementing rural producer mar-kets as complementary elements to the national Brazilian CEASA whole-sale market network. The purpose of this seminar was to review ourresearch results, particularly that part which treated the preliminaryimpact of the new Ibiapaba producer market. COBAL officials were alsointerested in learning about our research as an example of the typeof applied marketing research they would like to see undertaken inall areas where they are building rural markets.
Another extension effort during my consultantship was serving ona Board of Advisors to the CEPA-CE unit responsible for designing andcoordinating the integrated rural development projects in Ceara. Thisprovided an opportunity to understand these projects in a broad develop-ment context and to identify specific research needs which could bemet through M.S. thesis research in the DEA. In fact, I worked closelywith one student from the present class to develop a special researchproject wh Ich would both serve to satisfy his M.S. requirements andresearch requirements of the CEPA. We worked intensively with tech-nicians from the CEPA to design the marketing portion of a generalquestionnaire to be applied as part of a bench-mark diagnostic studyof the regi.on where a new integrated rural development project is tobe located. It is hoped that information and analysis obtained willbe useful for the CEPA diagnostic, as well as for the student's M.S.research.
E. Administrative Activities
Another important part of my work with the DEA Lnvo Lved workingwith Agricultural School administrators to understand better and toevaluate the longer-run problems of developing an M.S. training program
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in agricultural economics. This was also one of the objectives ofthe short-run consultantship of Dr. Roger Fox of the University ofArizona, and I worked closely with him toward this goal. Through thework with the PEAS agricultural economics survey team, I was also ableto incorporate ideas which Sanders, Fox, and I developed regarding thelonger-run development of the DEA.
Thus, the section on Ceara in the PEAS Agricultural EconomicsSurvey report reflects an accumulation of thinking of past consultantsto the DEA. It also represents in my judgment a very valid and usefulview of where the program stands and what is required to allow the DEAto continue and to improve its post-graduate training efforts. Andeven though this type of product has little direct input to theeveryday operational problems of the DEA, I consider my effortsinvested in it to be as valuable, if not more so, than many of themore direct teaching and research impacts of my consultantship.
Finally, during the approximate two year period in the DEA, Ispent a small amount of time on PEAS general administrative matterssuch as work with the local coordinators, preparation of short-termconsultant requests, and most important, cooperation with short-termconsultants to the DEA and other Departments of Agricultural Sciencesat UFC.
III. COMMENTS ON PROBLEMS AND OPPORTUNITIES
I consider my PEAS consultantship to the DEA to have been a challengingand rewarding experience. I enjoyed working with the faculty and post-graduate students, and with representatives of other agricultural serviceagencies in the State of Ceara. I am most satisfied with the teaching,post-graduate students, and research work I was able to complete. In fact,under ideal conditions, I would have preferred to continue in the DEA untilat least December of 1978 in order to assist the DEA faculty and post-graduatestudents finish thesis research I helped them identify and initiate.
I am least satisfied with my ability to assi.st the DEA in makinglonger-run institutional development decisions and in obtaining resourcesto implement these plans. In many ways, of course, these are areas whereforeign consultants can do little. Likewise, given the internal politicalclimate of the Federal University of Ceara, many of these longer-run insti-tutional decisions are beyond the Departmental control.
Notwithstanding the above comments, there is much which the DE<\ cando to continue to improve its post-graduate training and research program.And the suggestions made by both Fox and the PEAS survey team are stillvery applicable, particularly those dealing with staffing and trainingneeds. While I was still with the DEA, discussions were held about howto begin to implement the PEAS survey team suggestions. This effort andconcern to deal with some of these longer-run problems needs to continue:in fact I would judge this to be one of the highest priority items in managi~gthe DEA and its M.S. program.
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Other comments on more specific issues which I feel are important for theDEA are as follows:
1. There. needs to be faster way to get the M. S. thesis typed andprinted. Presently there are at least four theses waiting to be typed,and the last one printed took almost nine months to get through thetyping stage. The DEA has an excellent thesis typist, but he is usuallybusy with other Departmental work.
2. As mentioned earlier in this report, the DEA now must focusmaximum attention on the thesis research of the present class. In myjudgment few of the sixteen past students listed in Table I as nothaving defended a thesis will ever finish without substantial assistancefrom faculty advisors. Given the scarce faculty resources at this time,priority efforts must be given to the existing class.
3. Many of the post-graduate students who defend a thesis are slow,or never successfully make final modifications suggested by the, defensecommittee. Presently, there are some six students in this category. Thereis no easy solution to this problem because faculty advisors cannot do thework. But it does appear that closer supervision and additional supportby major professors could encourage and assist students to finish quickly.In many cases the interest and moral support of advisors may be the keyelement, as post-graduate students may get discouraged by criticism theyreceive in the thesis defense.
4. Sanders and Dillion helped the DEA gain experience in doingapplied research on evaluating new production technology. I worked togive them an opportunity to see applied agricultural marketing researchand extension activities. Both of these areas could be important researchlines which the DEA could continue to develop and gain local and nationalprominence. However, existing and new faculty must look for opportunitiesin these areas and actively encourage post--graduate students to work alongthis line also. The alternative is: to let students pull the professorsin many different research directions and never gain the opportunity todevelop cumulative, in-depth knowledge of a specific problem area.
MINIS'ItRIo DE EJJJC'A<;I\) E CULTURA
UNIVERS:rn.\DE FEDERAL 00 CEARA
CENTRO DE CItNCIAS ~
DEPARIAMENTODE EmNOMIA AGR!mLA
aJRSO DE P6s-GRA1lJA~ D1 EmNOMIA AOOCOLA
PROGRAHADO CURSO DE COMERCIALIZACAO AGRtCOLA
Prof9s: ROBERTODE A'lEVF.ro e
MIrnAEL T. WEBER
HORARIO DE AUlAS:
Segunda-Feira: 15:00 as 16:30 hs.Quinta-Feira: 09:00 as 10:30 hs.
EXAME PARCIAL: OuMro 13EXAME FINAL: Dezembro 8
Fortaleza, 22 de Agosto de 1977.
OBJI:ITVOS00 aJRSO
o objetivo genal desta disciplina e orientar os alunos para 0estudo e 0 exama cri tico de aspectos importantes da comercializac;ao, esp!:_
cialmente os que estao estreitamente ligados ao processo de desenvolv~to econOmico. Daremos entase a enfoques conceituais que venham facilitar.
a identificac;ao dos problemas mais ~rtantes de comercia1izagao e al~JIk3.S tecnicas de pesquisa a fim de contribuir para solw;ao desses probl!:,JIk3.S •
00 OBJETIVOSESPF..CfFIros sN:>:
(1) Farniliarizar os alunos com concei tos e literaturas bisicas de camercializagao agricola.
(2) Orientar os alunos no desenvolvimento de enfoques conceituais para identificar e analisar prohlenas do sisterra decomerci.al.Lzacao agricola no seu processo d:irlamico dedesenvolvimento social e econOmico.
(3) Ajudar os alunos a correlacionar as partes conceituais eteoricas com trabalhos de pesquisa e extensao na caoo.rcializac;ao. -
(4) Procurar ajudar os alunos a criar hc3bitos de trabalho pr'2fissional na area de economia agricola. -
NfvEL 00 aJRSO:
A disciplina foi organizada com a suposiC;ao de que os alunostenham born entendimento de teoria econOmica, administrac;ao rural, teoria
de preeos em condicoes de concorrencia perfei ta e imperfeita, bern cerrodos principios tasicos da corercdal.i.zacao.
AVAIJNlIJ:o grau de aprovei tamento na disciplina sere detenninado na
seguinte base:
Exarne Parc.ia.l .-Provas Rel.ampago o •••••••••••••••••
PorcentageI!! do Grau Final30%IS%1S%
ProvasExame Final
- 2 Trabalhos Individuais: .(a) Apresentac;ao oral (analise de Teses)(b) 'I'rabalhos de An.llise de Preco
20%
- 1 'IIWal11a de G'ruJ?<)s • 01 ••••• *, •••••••• oW ••••••• 20%, n(1!l
PROGRAKA DE CORSO
UNIDADES
I Introdugao - Conceitos Edsicos.
II - Pessoas, Instituigees e Processos Sociais e EconOmicosEnvoIvidos na Comercializa~o.
III - Pesquisa emComerc.ial.Lzacao.Enfoques Ge:mis.
IV - 0 Modelode Estrutura, Conduta e Performance para Analisar aOrganizagao Industrial dos MercadosAgricolas.
v - Papel da Comercializa~o no DesenvolvirnentoEconOmico.
VI - 0 Processo de Integragao Vertical e Uso do Sistema de Pre~ose Outros MecanisJIDSna Coordenacaodos Canais.
VII Subsistemas de Distribui~ao de Alimentos - Estrutura, Conduta e Performance dos OornercioVarejista e Atacadista.
VIII - Analise da DemandaAgricola.
IX - Arkllise de Oferta Agricola.
x - Analise de Pre~os e Informagees Agricola.
XI
XII - Analise de Margense Custos.
XIII - Analise da Eficiencia Operacional (Temanhodas Plantas, Org~niza~ao e I..ocaliza~o).
XIV A.nali sed e Pre c. 0 no 1 u gar e T ran s p 0 r t e
Analise de Preeo no ~empo e Arnmazenamento
BIBLIOGRAFIA
Pretende-se elaborar e entregar antecipadamente urnroteiro de
aula, incluindo a bibliograiia especifica, para cada aula ou conjunto de
aulas, de acordo com as diferentes unidades do programa. Serao usados q~
tro liV1X>Soosicos de texto, mais varios artigos de outros 1ivros, revis
tas e pesquisas.
Livros sasicos de Texto: A serem compradosou emprestados na sal.a de Leituredo Departarrento de EconomiaAgricola (D.E.A.).
1. STEEL,Vera, F9 e WElSH, Comercializag?o AgrIcola. 1-: Edi
gao, Edi.tor'a Atla.s Sill, sao Paulo, 1971 (Recorrendarrosa
compra deste Livre)'.
2. HARRISON,et. al., Mejoramiento de Los Sistemas de ComeP-
cializacion de Alimerrtos en Los Paises en Desarrullo:---Experiencias en America Latina. Serie Publicaciones ~liscelaneas N9 139, IICA (Inst Ltuto Interamericano de Cien
cias Agricolas). San Jose, Costa Rica, 1976 (A ser ~
prestado na sala de lei tura do DEAem forma. permmentedurante 0 curso - urnpara cada a.Iuno},
3. KRIESBERGe STEELE, Mejoramiento de Los Sistem:i1~de ComeP-
cializacion ~ Lo:~Paises en Desarrollo: ~ Enfoque ~La Identificacion de Problemas Y El Fortalecliniento de
La Asistencia Tecnica. Serie Desarrollo Institucional N9
3. lICA (Insti tuto Interamericano de Ciencias Agricolas)
San Jose, Costa Rica , 1974. (A ser e.mprestado na sala
de lei tura do DBAem forma.pennanente durante 0 curso -urnpara. cada aluno) ,
4. BRANDT,S.A., Q Nov(~Mercad':'.!.\gricola Brasileiro. Vi<;osa,U.F.V., 1973 (Recomendarrosa cornpra deste Livro) .
Artigos de Outros Livro~, l<evistas ~ Pesquisas .?ublicadas:
Para cada aula sereo designados artigos especiais para seremlidos e estudados antes do dia da aula. Para conseguir capias destes artigos sera aplicado 0 seguirrte processo:
(A) Cinco (5) cOpias de cada artigo estarao disponiveis na
sala de lei tura do DEA para. sen usado pelos altmos de pOs-
graduagao.
(B) Urndos cinco (5) artigos ficara fora de emprest:iJro.
(C) 0 estudante podera retirar POI' sua propria conta copias de
"XEROX"utilizando 0 que se encontre. disponi vel na sala de
Lei tura do DFA.
'llWW.HOS INDrvIDuAIs E DE GRUro
'!'res trabalhos de an.3lise de problemas de canercializagao se
reo desenvolvidos pe.los alunos durante 0 cur-so.
...(1) Urn (1) sobre revi.sao cri tiea e apreserrtacao oral de urra tese na area
de cornercializac;ao. (Posteriormente sera entregue uma lista campletadas teses disponiveis na sala de leitura do DEA,organizada POI' dreas
de interesse do curse).
(2) Urn (1) trabalho de analise de preco que sere solici tado na epoca con
veniente.
(3) Urn (1) trabalho de grupo, Para isto serao fonnadas equipes de tres
pessoas, Cada equipe tern responsabilidade de fazer urnrelatorio escni to (JIJo3xi.no de 15 foThas - espaco 2 ou 2,5) e umaepreserrtacao oral
de 30 minutes durante a aula em data a ser estabelecida IX>sterio~
teoOs Objetivos do Trabalho de Equipe sao:
(A) Dar aos alunos a oportunidade de trabalhar em grupo , dado
que umagrande parte de futures trabalhos profissionais s!:.rao elaborados em equipes.
(B) Proven exper-i.enc.iaaos alunos em pretica de organi.;;.ar co
nhecimentos e literaturas existentes sobre temas especifi
cas, conn umarraneir-a de ajudar no dimensionamento de pesquisas adicionais necessarias. (VITI erro rnuito grande demuitos pesquisadores e de nao dar atengao a pesquisas anter-iores) .
(C) Provar a opor-tuni.dade de familiarizar-se comconhecimentosespecificos sobre si tuacoes de coJ1'eI"Cializar;aode produtosagropecuarios no Brasi1.
(D) Adestrar os alunos na tecnica de c1.irrensionar .inves't.igacoes
cientificas na. area de corerc.ial izacao.
Durante a pr-irre ira semana de aulas, cada grupo deveni selecio
nar urndos terras nenc ionados a seguir-. Depois dis to , marcar reuruao com
os professores do curso a fim de discutir os procedinerrtos e Li.tera'turas
necessarias para elaborar;ao dos trru~os.
Teue.s
(L) Desenvolvimento do Subsisterra de Distribuigao Urbana de Ali
mentos no Nordeste do Brasil.
(2) I)::senvol vimento do Subsisterra de Producao e Concerrtracao deGraos no Nordeste.
(3) Desenvo.lvirnento do Subs.i.stema de Producao e
de Hortalir;as no Nordeste.
Concentrar;ao
(4) MelhoraIIlE'ntodo Processo de Correrc.ializaceo para os Pequ~
nos Agricul tores do Nordeste.
Os re.Lator-ios de cada equipe devem sen entregues uma (1) serra
na antes da apreserrtacao oral em aula. A or'garrizacao do re Iator-io deve
conter pelo menos os seguintes itens.
1. - Definic;ao da ~..a de Estudo ,
II. - Revi.sao do Es tag.io de Desenvolvime.nto do Subsistema (ou
outro Terra).
III. - Problemas e Perguntas Importantes a serem Resolvidos.
IV. - Sugestoes de Pesquisas Adicionais.
V. - Litera tura Imporrtarrte na f\red..
DWGN/77 .
MINIS~RIO DE EDUCA<;AOE CULTURAUNIVERSIDIillE FEDrnAL IX) CEARACENI'RO DE CJtNCIAS AGRARIAs
DEPARTAMENTO DE EmNOMIA AGRfCOLA
CURSO DE PC)S-GRADUA<;AO fJ1 ECONOMIA AGRfCOLA
COMERCIALlZA~Ao AGRtCOLARoteiro de AuLa
UNIDADEI: - Introdugao - Conceitos Basicos.
rata da Aula (Agosto 23 - 09:00 as 10:30 hs.)
Objetivos .da Unidade:
(1) Introduzir alunos a tenros e defini~Oes basicas.
(2) Examinar as diferentes rranei.ras de enfocar- cornercializa-,
gao.
( 3) Discutir 0 enfoque 00 "Sistema de Comercializagao".
(4) Discutir as origens de melhoramentos da. per-formance nacorrerc.ial.i.zacao,
Bibliograiia obrigat6ria (a ser lida ill1tes do dia da. aula).
(A) STEEL,et. al., Capitulos I e II, pp. 23-52.
(B) HARRISON,et. al., Capitulos I e V, pp. 7-11 e 45-57.~~---
MINIST1~RIO DE EDUCA<;AO E CULTUM
UNIVERSlDADE FEDERAL IX) CEARACENTRO DE ClrnCIAS AGRARIAs
DEPARTAt'1ENTO DE ECONOHIA AGRICOLA
CURSO DE PdS-GRAj)lJA<;AO EM ECONOHIA N'~COLA
COMERCIALIZA~Ao AGRtCOLARoteiro de Aula
UNlOOlE II; - Pessoas, Insti tuiC;Oes ~. Processos Sociais e Economicos Envol----vido~ na Comercializac;ao.
rata da Aula (Agosto 25 - 09:00 as 10:30 hs.)
Objetivos da Unidade:
(1) Exarninar comerc.ie.Li.zacaosob pontos de vista dos diferen
tes agentes do sistema.
(2) Distinguir entre processos de aloca~ao ou troca e de dis
tribui~ao fisica no sistem3. de comercializa~ao.
(3) Melhor entender 0 ro l potencial de Inovacoes institucio
nais (novas leis, regras, serv.icos pUblicos, etc) para
forrentar melhor perfornance no sisterra de comen:::ializa<,;ao.
Bib1iografia obriJ;;atoria (a ser lida antes do dia da aula).
(A) FAO, HO que e Corrercializa~ao ", pp , 1-16. (5 cop.ia na sala de lei turado DrA).
(8) KOHLS, "Conerc.i.alizacao - seu ESOJpoe Proble.rm.s", pp. 1-7.
na sala de lei tura do DEA).
- .(S coplas
(C) SCHMIDe SHAFFER, "Comerc.i.eLizacao NurnaPerspectiva Social", Chap. 2in: Agricultural M:trket Analysis. ed , by Vernon Sorensen. MSU 1964.(5 copi.as na sala de lei tura do DFA).
MINISItRro DE EDUCA<;.Ao E CULTURA
UNIVERSIDIillEFEDERAL IX) CEARACENTRODE CttNCIAS AGFfiJuAs
DEPARTAMENrO DE ECONOMIAAGRICOLA
CURSO DE P6s-GRAIl.JAC;AO EM ECONOMIA AGRfCOLA
COHERCIALIZA~Ao AGRfCOLARoteiro de Aula
UNIDADE III: - Pesquisa ~ CDmercializagao: Enfoque Geral.
rata da Aula: (Agosto 29, 15:00 as 16:30 hs.)
QPietivos da Unidade:
(I)Revisar as diferentes areas de pesquisa neste campo.
( 2) Exarninar, no inicio do cur-so, os distintos enfoques micro e
macro na pesquisa de cornercializa~ao para possibilitar em
unidades posteriores revisar pesquisas especll icas .
( 3) Sugerir rretodos de pesquisa para resolver prohlemas.
(4) Examinar a .impcr-tanci.a de fazer pesquisa para dar base
estrategias de fomentar melhoramentos na comercializagao.
Bib1iografia Obrigataria (11ser lida antes do dia da aula).
(1) STEEL,et. aI., Capitulo 9 - l~ Parte, "Pesquisa de Comercfali.zacao"e 2~Parte, "Pesquisa de Mercados e Precos Agricolas". pp, 299-330.
-as
(2) HARRISON,et. al. , Capitulo VI, "Organizacion e Implementacion deLos Progranas de Myoramiento en MercadE'-O".pp. 59-69.
Bib1iografia Adicional:
(1) PRITCHARD,NORRIST., IIA Framewark for Analysis of Agricultural Ha!:keting Systems in Developing Countries f1, in Agricultural EconomicsResearch. Vol 21, N9 3, July 1969. (5 capias na sala de Lertura doDFA).
(2) KRIESBERG,et. al.) Capitulo IV, "Organizacion de Las Reformas deMercadeo-rr;pp:- 55-61 e Capitulo V, "El Papel de la Investigacion yde la Assistencia Tecnica", pp. 63-65.
MINIS'ltRIO DE EOOCA.;;AO E CULTURA
UNlVERSlDADEFEDERALIX> CEARACENTROIE C~CIAS AGPJJuAs
DEPARTAMENTODE ECONOMIAAGRICOLA
CURSODE P6s-GRADUA(JAOEMECONOMIAAGF1mIA
COHERCIALIZA~AO AGRfCOLARotei:["o de Aula
UNIDADEIV: - 0 M::ldelo de Estrutura, Conduta!: Performmce ~ Analisar
~ Organizagao Industrial dos Mercados Agricolas.
Data da Aula: (5 de Seternbro - 09:00 as 10:30 hs.)
(8 de Setembro - 15:00 as 16:30 hs.)
Objetivos da Unidade:
(1) Aprender a definigao e uso do nodelo de (E - C - P).
(2) Explorer 0 uso do conceito de Competigao'Eficaz.
(3) Examinar Areas Potenciais de Pesquisa na Area de Org~
niza~o e Atuaga.o do ~..ado.
Bibliograiia Obrigatoria (A ser- licla antes do dia da aula).
(1) STEEL, eta ~., Capitulo 11 "Organi.zacao e Atuagao do Mercado", pp.
388-417.
(2) CWDruS e MUEllER, "A Analise Estrutural de Mercado corro uma. Orien-
ta<;ao a Pesqui.sa em Economia Rural", pp. 1-34. (5 capias na salade lei tura do Df'A).
MINIS'ItRIO DE EDUC'A(,:AOE CULTURAUNlVERSlDADEfEDERALD) CElillA
CENTRODE CrtNCIAS AGHARIAS
DEPARTAMENTODE ECONOMIAAGRICOl.A
CURSODE P6S-GFADUA~AOU1 EsnNOHIA AGRICOLA
COHERCIALIZACAO AGRiCOLARoteiro de Aula
UNIDADEV: - Papel da Comercializagao no Desenvolvimento Economico.
Data da Aula: (13 de Setembro - 14:30 as 16:00 hs.)---(15 de Set6rDro - 08:00 as 09:30 hs.)
Objetivos da Aula:
(1) Exam.inar a.lgumas das importantes Hudangas Estruturais do
Crescimento Economico.
(2) linalisar as ligagoes entre os SisterrB Fisico c Social.Para 0 Estudo da Comercializagao no Descnvolvimento.
(3) Exami.nar abcrdagens ao estudo da Comercializagao no fusenvolvimento.
Bibliogr:afia Obrigatoria (A ser lida antes do dia da aula).
(1) BONNEN,et. al., "ComercialiZ:.l.gao no Desenvol vimento Economi.co'! ,
tulo 3, pp. 1-30 in Agricultural Market Analysis ed by Vernon .
.SORENSON,MSU1964. (5 capias na sala de leitura do DrA).
(2) STEEL, et. al., Gelpitulo 12. 110 Papel da Comerc.i.al.izacao no Dcsen
volvimento Economicol!, pp. 421-443.
Bibliografia Adicional:
(1) KRIESBERG)et. a1., Capitulo I, "Hacia un Enfoque mas Sisternatico ED.La Identificacion de Los Problemas de Comercializacion" pp. 2-21.
HINIS1tRIO.DE EDUCAQAOE CULTURAUNIVERSlDADE FEDEPAL 00 CEARA
CENTRO DE Cr£NCIAS AGIWuPS
DEPARTAMENI'O DE ECONOMIA AGRlCOLA
CUPSO DE PC5S-GRADUAc;AO EM ECONOMIA ACR!COJ A
COMERCtALlZAcAO AGf?fCOLA
Roteiro de Au_a
UNIDAiJE VI - Q Prucesso de Integragao. Verr:ic !~Uso do Sisterra .9!:. Pre<;ose Outros Mecanisrros na Coord .na ao dos Canais.--
Data da Aula: (20 de setembro - 14: 30 .. 1(;,:00hs.)as-----(22 de setembro - 08:00 - 09'30 hs.)as(23 de seternbro - 08:00 - 09:00 hs,)as
Objetivos da Unidade:
(1) Def.irriri e estudar concc.i.tcs Ye.Iac.ionados com 0 proces
so de coordenacao e imeg lagao vertical.
(2) Explorar 0 uso de inst:.tu ionar alternativas paracoordenar ati vidades ec.on, .ni.cas nos canais.
(3) Examinar alguns topicos e '1ipotesis de pesquisa nesca-area.
uiblioa,raiic: Obrigatoria (A ser lida arrtes d( dia da aula).
(1) HIGHELLe JONES, "Irrtcgracao VerticaJ n Agrricultura", pp.(5 c6pias na sala de lei tura do DEI.).
1 - 31.
(2) COLLINS, "0 Papel Variavel do Preco La Comercializagao Agricolali, pp.
1 - 12 (5 capias na sala de lei tura do DEA).
(2', GRAY, "Algumas Consideracoes sobre a Muc1angada Fungao de Preco", pp.1 - 18. (5 capias na sala de lei tura (10 DEA).
MINISTt:RIODE EDUCAt;;AOE CULTURA
UNIVERSIfW)EFEDERAL ro CEARliCENTRODE C:r£NCIAS AGRARIAs
DEPARTAMENTO DE E(x)NOMIAAGRfCOIA
CURSODE roS-GFAOOAQtlOEM ECDNOMIARURAL
COHERCIALIZACAo AGRfCOLARoteiro de Aula
UNIDADE VII: - Analise de Subsistemas de Produc;ao e Distribui
c;ao de Produtos Agricolas e Alimenticios.
rata das Aulas:---- :?' (04 de outubro -. (06 de outubro -. ,)
t.> (07 de outubro -(11 de outubro -
14:30 as 16:00 hs.)08:00 ~s 09:~0 hs.)08:00 as 09:00 hs.)14:30 as 16:00 hs.)
Objetivos da Unidade:
(1) Identificar e definir agentes, atividades e serv.icos lBsicosnos Canais do Subsistema de Comercializagao.
(2)Estudar pesquisas feitas sob process os de produgao, concentra<;ao, distribuic;ao e consirro E?JT\ pafs da America Latina,
( 3) Discutir meio al ternati vos para fomentar melhorias nos subsistemas.
Bililiografia Obrigatoria (A sen lida antes do dia da aula).
(1) STEEL, et. al., Capitulo 8; "Atividades e Servigos de Comercializagao Agricola", pp. 250-286.
(2) HARRISON,et. al., Capi tu.lo III, - "Pla.neamiento General",Capitul,o IV, - "El Sistf'JrB Urbano de Di.str-ibuc.ion",Capitulo V, - "Subsistemas de Productos Agr-Ico.las",
Bililiogpafia Adicional:
(1) CEPA-CE - "Caracteristicas da Comercial.izacao dos Principais Produtos Agropecuar-ios".
(2) OOBAL- Mercados Expedidores Rurais.
(3) SUDENE-MSU4 ate 9.
Processos de Hercado - Nordeste Brasileiro. "Capitulos
(4) FNJ - Desarrollo de Los. Sisterras de ~~ Al:imentario ~ LasGrandes Zonas Urbanas de Amerlca Lat ina ,
MINIs'ItRIo DE fJJJCAf;AO E CULTUAAUNIVER..SIIl'IDEFEDERAL 00 CEARA
CENTRO DE CItNCIAS AGRARIAs
DEPARTAMrnTODE ECONOMIAAGRl'CX)}.A
amso DE roS-GRADUAQAoEH ECONOHIARURAL
COKERCIALlZA~AO AGR1COLARoteiro de Aula
UNIDADEVIII: - Analise de D2nanda Agricola
rata das Au1as: (18 de Outubro .- 08: 30 as 10: 00 hs , )
(20 de Outubro - 08:00 as 09:30 hs.)(21 de Outubro .- 08:00 as 09:00 hs.)
Objetivos da Unidade:
(1) Estudar os principios tasicos cia deTCBI1da.
( 2) Analisar e discutir estudos empiricos sobre demanda.
(3) Discutir formulas simples de projecao de derranda.
(4) Discutir os paremrtros de roode1os econorretricos relacionados com estirnativa de dernanda.
Bib1iografia Obrigatoria (A ser 1ida antes do dia da aula).
(1) BRANlJI',S. A., Capitulo IV - "Derranda de Produtos Agricolas".
(2) TOMEK& ROBINSON, Chapter 15 - "Background For Price Analysis". pp.307-338. (5 capias na sala de 1eitura do DEA).
~iplio!£,afia Ad.ic.ional :
(L) STEEL, e't , al., Capitulos 3 e 4.
( 2) WANGH,Freder-ick U., Tradugao em PorrtuguesPrecos na Agricul tura". Boletim Tecnico n9(Una copia na sala de lei turn do DEA).
(3) THOl1SEMand FORTE) Agriculture Prices, Part 2 "Price Analysis andForecasting", pp. 241-3M. (1..kracopia na sala de leiture. do DEI,).
(4) SHEPHERD,Geoffrey S., ~'icultural Price Analysis. Part 2 and 3.(UrmcOpia na sala de lei tura do DEA).
"Analise de Derranda to1316 USDI\-USA- 19S1+.
(5) Lista de Referenci.as Bibliografic.ds Se1ecionadas Sob Estudos de Derrenda , Consurro e Di.spend'io dos Cursos de Comercia1izagao em VIc;OSl\:-ERU 316, 416.
DEAlGNI77.
MINI"""""""'TO D;r:' T'T'! ,"'J\('I'Xn E t"l IT «v IDIIU 1.LlU.. ',L "".,j.i.AJ\..et1.~ ~_~U.uJ..U1V'1
UNIVERSIIWEFEDERALIX)Cf.A.AACENTRODE criNcIAS AGRARLASDEPARTAMENI'ODE ECONOMIAAGRlCOI.ACURSODE P6s-GRADUA<;AoEl-! ECONOMIA RURAL
COHERCIALIZAt;AO AOOCOLA
Roteiro de Aula"'----- -.-UNIJlCU)EIX - An.a1ise ~~ Oferta Agrioolarata das Aulas: (25 de Outubro - 14: 30 a.., 16:00 hs , )- - (27 de Outubro - 08 :00 as 09:30 hs .)
(04 de Novernbro- 08: 00 a..c; 09: 00 hs.)
Objetivos da Unidade:(1) Estudar a ~cia e imp1icagOes de estadios sob oferta e resposta.(2) Identificar os principios e fomas basicas de estudo da oferta.(3) Apnmder corm estinar e ana1isar funqOes empiricas de oferta.
Bib1iogpafia Obrigatori~:(1) PASTORE,A. C. "Apresenta<;ao do Livre" - A Resposta da Produ;ao Agri
cola aos Precos no Braai.L" pp. 9-15 (5 cOpias na sala de 1eitura 00DFA).
( 2) BRANUI',S. A. Capitulo III - A Oferta Agricola no Brasil.(3) TOMEK& ROBINSON,Chapter 16 - "USINGRESULTSOF PRICEANALYSIS". pp.
338-367 (5 ropias na sala de leitura do DEA).
Bibliogretia Adicional:(1) PASTORE,Affooso, "A RESPOSTAm PROru:;A.OAOOCOLA M)S PRD;OS NO
BRASIL"- U copia na sala de 1eitura do DEAl.(2) KRISHNA,Faj, "Poutica de Precos Agricolas e Desenvo.lvirrerrto EconO-
mico" no Livre de elDADEe SQIUH- Desenvolvi.Jrento da ~icultura. -Analise de Po1itica Eccromica. (l copia com 0 Pi'Of9~ >.
( 3) NERLOVEe BAOil"¥\N, itAAnalise de Mudanc;asna Oferta Agricola: Prohlemas e Acessos", Trt"idu<;aodo artigq do Journal of Farm Econanics deAgosto de 1960. pp. 531-554. (1 c6pia com 0 Prof9 WEBER).
(4) NERLOVEe ADDISON) "Estirrativa Estatistica das Elasticidade de Ofertae Derranda a Longo Fraze". Tradt.k;ao do Artigo do Journal Of FarmEconomics. Novembre 1958. pp. 861-880. (1 cOpia com 0 Prof9 WEBER).
(5) TOMEK& ROBINSON, "Agricultural Price Analysis and Outlook". pp. 329--409., no livro editado per LEE Kt\RTIN, sob A SURVEYOF AGRIClJLT(}-RALE())NOMICSLITERATURE- Volune 1. 1977 - AAr.ATThiV.;m;itY ofFUnriesota. n copaa com 0 Prof9 WEBER).
(6) 'IDMEK& ROBINSON.Chopter 4 - "Supply Relation Ships in Agrdcul.ture';p. 58-78, no livro &Eicultural Product Prices. (1 cepia na sala delei tura do DEA).
DFA/GJ/77.
MINIS'l~lliODE ITUC~ E aILTURA
UNIVERSIDADErnDERAL to CEARACENTRODE crtNcIAS N.;RPJ.ups
DEPARTAMENTODEECONOMI:AAGRICOlA
(JJRSODE PCis-GRADU.N;.AoEMECONOHIA~RfCOLA
COHERCIALIZAC;AO ASR! COLARotf?:irOde Aula
UNIDADEX: - A.niilise de Comportarrento de Pregos Agrlcolas
Data das Aulas: (01 de Novembro - 14: 30 as 16: 00 hs.)(03 de Novernbro - 08: 00 as 09: 30 hs.)
<04 de Novembro - 08:00 as 09:00 hs.)
Objetivo ~ Unidade:
(1) Estudar- conpor-tanerrtos tipos dos precos agd:colas.
( 2) Aprender algumas tecnica de ana.llse de series cronolOgicas.
(3) 6Prender interpretar resul tados de estudos errp:lricos nestaarea.
Bibliograiia Obrigatori~: (A sen lida antes do dia da aula).
(1) BRANDT,S. A. Capf tulo VI .- Anallse de Precos Agrlcolas.
(2) lANGE,OSKAR. "Deterrninacao das nutua'i0es Sazonais". pp. 59-75 no\ \ livre Introdugao a Econorretria. (5 capias xerox na sala de lei
tur'Cl do DEA). -
Bibliogra,fia Adicional:
(1) Coo~rcot:ia, Gui"!.da Corrercializa.qao Rural/70. CapItulo I, "Fo~gao dos Pre90S Agr-i.co'las e suas Varlac;oos Sazanais". pp. 8-24.(1 copi.a na sala de leitura. do DEA, 1 copia com 0 Profv Weber).
(2) LANGE,Oskar-. Capitulo II .- "A.niilise de Mercado", EspecialJrente.p. 133-151 sobre Previsoes de Mercado, Ciclos Especiais, no livro Introdu<;ao li Econorretr-i.a. (2 capias na sala de lei tura. doDEA).
(3) TOMEK& ROBINSON,Capitu Ios 9 e 10 - "Price Variation Through Tinee Behavior & Aggre~ate Farm Pricer", no livro Wi culturalProduct Prices. (1 copia na sala de lei tura do DBA).
(4) SHEPHERD,(?coffrey, Part I "Changes - In Prices over Time. pp. 3--51 do livro ~ri.cultura~ Price Analysis. (2 ropias na sala delei tura do DEA.
2.( 5) Fontes de Inforrracoes Agrlcolas:
(a) Boletim da SIMA nara cada estado. Ver tambem publicaC;ao doDlMAG- Di.re'tr-i.zes Opera.cionais do Si.s terna Nacional de Informacj5es de Mereado Agl"icola. SIMA.- (L copia com 0 Prof9 Weber).
(NOTA: a ro1ec;ao completa des boletins do SIMA para cada estaoodo Nordeste estao corn a SUDENEem Recife).
(b) Banco de), Nordeste do Brasil S. A., Mercados Ag:rJ1colas- Informa~. Boletim Mensal.
(NOTA: a c'Ole<;ao conp.le ta esta na sala de lei tura do DEA).
(c) Comissao de Financiarrento da Producao - CFP. Anuariotico, 1977.
(d) Vmas puhl.i.cacoes da Fundacao GetUllo Vargas. Especialmente -Presos Hecebidos P~los Agricu.ltores. Junho/1977.
Estatis
(e) lEGE - Anuanios Estatisticos, etc.
Ministerio de. Educa~ao e CulturaUrivers.idade Federn.l (10 CeareCentro re Ciencl.as Agrdrias
D;!partrurentode Ecoromia AgricolaC'urso de POs-Graduac;ao em Economia Rural
Disciplina: £9MERC1ALIZA@ DE PROOOI'OS AGRtCXn.AS
Profvs : MIrnAEL T. WEBER eROBERTO DE AZEVEJX)
UNIIYillE XII - Aniuise de l"argens e CUstos.
Data da Aula: U7 de rovembro - 08: 00 as 09: 30) •
Objeti~ cia Unidide:(1) ldentificar os cancei tos brisicos teOricos sobre m3I"-
gens.(2) Estudar a irnportancia de analisar custos cono parte de
estudos de rrargens ,( 3) Aprender interpretar resul tados de estudos
de uargens e custos,
Bibliografi~ ObrigatOria:
(1) BRANI1I',S. A., - Capitulo V - Margens e Custos de ComE>..rcializagao.
4' •empl.l"l.COS
-Bibliog!~~ Adic.ional.:
(1) TOMEK& ROBINSON, "Agr-icul.ture.L Price Analysis and Outlook". pp.329-409 no Livro edi.taoo POl' LEE MARTIN sob ~ SurneJ~of e£;ricul-tural Eronomics Literature - Vohllre I. 1977. APtA & lhiversityof MInnesota Press. (1 (;apia com 0 Prof9 Weber).
(2) TOMEK& ROBINSON, Capitulo 6 - 1\11arl<eting Margins for Farm Products f'I, ro uvro ~icul tw~ Product Prices. U oopia na. sala delei tura do DEA •
(3) JUNQUEIM & 00 CANTO, "Ces ta de ~rcado, Margens Totc:Lis de Cornercializa.gao" ~ ~ i}gricul1:urB.~ § Paulo Setembro e Outubro 1971,pp. 1-46. n copaa na Sella de lel.t\1ra oo DFA).
(4) lJUNQUEIRA, P. C., "Distribuigao das Margens de C'.QneJx:ializaC;ao" •em Guia de Com..JTCializagao Rural - Coopercotda 1970. pp. 86 - 94,(L cOpia com 0 Prof9 Wel:er).
(5) BFDNOO'WG. E., € BUSE, R. C., "Relac;ao entre Volume,Preco , Custo,e .Hargern de Corrercializac;ao de Produtos A.l.iJrenticios". Tra~de "Tbe Relationships of Volume, Prices, and (bsts 'lb M3rgin.s ForFarm Foods. Journal of Farm Eeonomics , Volume XIll. No.2, &y1960, pp. 362-370. (1 oopia com 0 Prof9 Weber).
(6) OOFTI1I\N,ROWLFO, "Arl.alise Ecoooll'etrica da ~em de Cotrercializa<;ao, de ovos no Estaoo de sao Paulo". - serie Pesquisa n9 10 -=Piracicaba 1969. (I oopia com 0 Pl"Of9 Weber).
Ministemo de Educa~o e CultumUniversidade Federal do CearaCentro de Ciencias Agrariastepartarrento de EconcmiaAgricolaCur'8O de POs-Gradua~aoem Econom:ia Rural
Disciplina.: COMERCIALIZA(AAop] PFDllJI'OS AOOOJI.AS
Pn>f9 MICHAELT. WEBEReROBERTODEAZEVEOO
UNIDADEXIII - Andlise de Eficiencia Operacional.rata da Aula- (22 de novembro- 14:30 as 16:00 hs.)Objetivo ~ Unidade
(1) ldentificar as abordagens para estudar eficiencia opera-cional na comercializagao.
(2) Revisor resul tados de pesquisas nesta area.
Bibliografia Obrigatoria:
(1) ~ e FRDJGI, "~todos de fugenharia - Econoori.ana Pesquisa deCoIrercializac;ao"• F\.mdagao Giannini - TreOOlhon9 135 - (5 c6piasna sala de lei tum do DFA).
(2) BRESSLER,R. G., Jr., "Pesquisa emEficiencia de COJrercializac;ao" •Tradut;ao de Pesearch in M:lrketing Efficiency emJFE, ~v. 1951.pp. 944-954 (5 06pias na sala de leituva do DEA).
Bil>liografia Adicional:
(1) BlACK,G..ly, lI~tcxio Sintetico de Anllise de CUstoem Finnas de CoJIEreializac;ao Agricola", JT£, 37 : 270-279, M:rio1955 (LcOpiaeaio Prof9 Weber).
(2)STALlSI'EIMAR,J. F., ''Urn t1xle10 Analitico para D;;terminar 0 NUrreroe l.ocalizac;ao das Fabricas", JFE 95 : 631-645. G.ty. 1963. (Lc6piacom° Prof9 Weber).
(3) BRANDI',S. A., "An.llise de Eficiencia de Cbmercializac;ao". Capitulo5.da publica9~ Pesquisas de Merc<ildo~!: Prefos A&;'ico1asno ~sil - X Reuruao da Socieaa:de Bresl1eJ.r'a de conaru.stas Pura.is,T3rnsilia, Julho/1972. (L ropia com° Pluf9 Weber).
(4) FRENCH, Ben C., "The Analysis of PrOOuctive Efficiency in Agricul~reI Marketing: r1:xle1s, llithods, and Progress", Part II, pp. 94-209., ro livre editado POI' Lee K:lrtin G. A Survey of Agricultu-ral Ecoranics Literature - Volume1, 1977 - PArA & University ofMinnesota Press. (1 copia cam0 Prof9 weber).
Ministerio de :Educagao e. M ture.UniversidadeFederal do eearaCentro de Cie.ncias Ag:ciiriasDepartamento de Economia Agricola0Jr0s0 de POs-Gre.duagao em Econania Rural
Disciplina; ())MERCIALlZAc;AoDE PROI:UroS AGR!COlAS
Profvs : MlrnAEL T. WEBEReROBERTO DE AZEVErO
UNIIWlE: XIV - Analise de Presq .~ Lugar ~ Trans;eorte.
rata CIaAula: (24 de novembro •. 08: 00 as 09: 30 hs , )
Objeti~ cia Unidade:
(1) Apre.nder conceitos lEsicos sobre 0 nodelo de equilibriaespac.ia'l de precos e sobre os componentes de custos de'transferercdas (trenspor-te),
(2) J?iscutir resul t.ados de alguns trabalhos enpiricos nestaarea.
Biblioetia .Obrig~toria:
(1) STEEL, et. al., "Teeria da l.ocaliza~ao e Considera~s sobre 0Transporte na Corrercializat;ao de Produtos .Agricolas". pp. 236--249.
(2) BRANIJl" S. A., Capitulo VII "Transporteedos Produtos ~o::;-las" .
Bibl.2:pgraf i!!, hucional:
(1) fERRElf-<t"\FIIliO, I,a1.nlLmdo. IVAnalise das Re~Oes Espaciads de PN!~ de Frangos e de Fac;ao para Aves de Corte nos Estados ciaBahia e de sao Paulo". Tese de MS. Fortaleza-Ceara, J.975. Verespecia1mente parte do rrodelo do equilibrio espa.cial de preeosno mercaoo Irrterregicnal , pp. 9-23. (5 c6pia na sala de leitureoo~). -
(2) TOMEK& ROBINSON, . O1opeter 8 - "Spatial Price Relation Shiys" •pp. 143-162 no livre Agricultural Product Prices Cl copia nasala de 1eitura do DEA).
( 3) BRESSUR and KING, Chopten 5-8 Sobre varios aspectos da Teoriade Pt~()S n~ Lugar , no 1ivro &rket Prices and InterreSionalTrade. (1 copaa n.~ sala de lelture do DFA). •
Ministerio de Educa~o e Cultur'aUniversidade Federal do CearaCentro de Ciencias Agrai~iasDepartarrento de EconomiaAgricolaCurse de Pos-Gredua~o em FcdnomiaRural
Di.scdpl.ina: COMERCIALIZAGAO DE PROooroS AGR1COlAS
Prof'? HrCHAEL T. WEBEReROBERro DE AZEVEDO
UNlrnnt X)J - AMlise de Preco no Tempoe Anrazenamento.lata da Aula: (29 de novembro- 14: 30 as 16: 00 hs.)
Objetivo da Unidade:
(1) Estudar concei too sobre relagOes de preco no tempo edecisOes de estocagem palos agricul tores e Agentes de Comercializagao. -
(2) Iderrtafacer- os elementos oosicos de custo de anrazenamento.
(3) Ver conceitos tasicos SObI'8 balsas de mercedes e/ou usopara. reduzir riscos de carrercializac;ao.
Bibliografia Obrigatoria:
(1) STEEL, et. al., Capitulo 7 - parte sobre "Facllidades de Arrrazenanerrto", pp. 214- 236 •
(2) HOFf"l'WJN, et. aL, Cap!tulo 6 - parte sobre "Amazenerrerrto" pp.162-167 (5 copias na sala de leitura do DFA).
(3) COPERCOTIA, Capitulo 3 "Indicadores do Precos", pp. 25-29 (5 capiasna. sala de lei turn do DFA).
Bibliografia Adicional:
(1) BRANDT,S.A., Capitulo VIII - "Estocagemde Produtos Agrico1as'l.(2) roME}( & ROBINSON, Capitulo 12 - "Corrm::xlity Futures Markets: 'Ihe.ir'
M=chanicsand Price Relationships" e Capitulo 13 - "Comrodityfuture M:trkets: Theis functions and Controversies". no LivroAgricultural Product Prices. (1 copia na saJ.a de leiture do DFA).
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