Casa familiar rural : um estudo no território da Cantuquiriguaçu/pr

Abstract

In view of the closure of the Rural Family Houses in the State of Paraná, it is necessary to discuss and know the elements that permeate the formation by Alternation and the contradictions that emerge from this process. From the reality lived in the CFRs of Cantuquiriguaçu, and in the trail of its graduates. This work aims to verify the stages involved in the formation of CFRs, the elements of teaching proposed by the Alternation Pedagogy, to explore the facts that led to the closure of these schools, to rekindle discussions about the formations offered by the CFRs and to provide notes that can contribute to the restructuring of these schools and to the advancement of Field Education as the axis that promotes Agroecology, which as a productive matrix becomes a promoter of sustainable rural development that is fundamental to peasant family agriculture. The methodology used is descriptive, qualitative and was carried out from participant observations. It is concluded that the CFRs contribute to the permanence of young people in the field, from the perspective of work, but does not account for the critical, political and social formation of their graduates. It also points out that these institutions will only truly fulfill their vocation to form an effectively autonomous subject if they are immersed in public policy actions committed to sustainable rural development within the framework of a territorial policy aimed at local actors. It is clear that the great majority of teachers do not recognize the Alternation Pedagogy as teaching methodology and the ideological concepts attributed to it, leaving the teaching process at the mercy of the knowledge and ideology that the teacher and coordination brings with it. Among the elements of the Pedagogy of Alternation that most attracted the attention mainly of the graduates, were the elements sharing and visits. In the sharing it is recognized as part of history and is building its identity as a young man from the countryside and on the visits he recognizes the countryside as a place to live and not live. In this way, once again, we reaffirm that in the perspective of the current CFRs, they have become a common school, where there is no differentiation in political, social and autonomous formation, having as only differential the offer of the professional qualification that by its turn has also been disappointed, due to the lack of recognition of the bodies of classes responsible for regulating professions.