A pedagogia da alternância na perspectiva do Movimento Sem Terra: correlação entre o processo formativo e o processo produtivo do Instituto Educar

Abstract

Pedagogy of Alternation translates into a pedagogical methodology widely disseminated in the field of Rural Education, which was structured in the face of the difficulties presented by small farmers who encountered limitations in their children's training process, seeking to guarantee the integral and contextualized training of the subjects, without disconnect them from the countryside experiences. In this way, the alternating methodology assists in the process of training the subjects of the field, considering their specificities and characteristics while contributing to the development of rural areas. Considering studies on Countryside Education and Pedagogy of Alternation, order to understand how the production process is managed in a participatory way and transformed into didactic sequences combined with the process training in the Agronomy Course at Instituto Educar. In order to achieve the General objective, we seek to contextualize historically the organizational specificities of the Landless Movement and Pedagogy of Alternation, investigating the processes of participatory management and the organizational logic contextualized in Educar. In addition, we present the training and production processes, pointing out the potential and limits of the alternating methodological organization. In order to answer the questions, the research was characterized as a case study, and it required the use of two investigation procedures, document analysis and interviews with pre-structured scripts. Such designs were supported on theoretical and conceptual bases on the culture of Work and learning, seeking an approximation between Marx and Engels, Pistrak, Makarenco, and the work of Jean-Claude Gimonet, PRACTICE AND UNDERSTAND THE PEDAGOGY OF ALTERNANCE OF CEFFAs. Thus, the analysis of the data allowed a structuring of the formative dimensions divided into: Political dimension of training; Alternating dimension of training; Cooperative dimension of training and Autonomous dimension of training. Such approaches have evidenced an alternating organizational structure that is mobilizing and autonomous, which characterizes a contextualized formation and centered on the specificities of the students, allowing conscious advances about the political and collective participation of the subjects in the field in formative spaces that translate into productive socially responsible and empowering processes.