The practice of pedagogy of alternation at the national agricultural family school, in Tocantins state

Abstract

The Pedagogy of Alternation is an educational proposal that contemplates, respects and values knowledge found in socio-cultural contexts, considering schools, families and communities as spaces of production, organization and articulation of knowledge, through educational tools. Given the importance of this proposal, studies are needed about how it is structured and enacted in various educational settings. With this intent, this article presents a portion of a master's study in education and an analysis of the perspectives of the pedagogy of alternation developed in the Agricultural Family School of Porto Nacional. It is a qualitative study which interviewed professionals who work at the institution (including administrators, educational coordinators and teachers and instructors). The interviews were recorded in audio and transcribed. The data analysis indicates that the school’s practices are anchored in the purposes and foundations of the pedagogy of alternation that considers the sociocultural contexts of subjects who live in rural areas and who depend on it for their livelihood. This pedagogy is used to guide the teaching and learning process, which is dedicated to constructing knowledge, the identity of rural workers and provide integral education for individuals. The actions of the school are carried out through pedagogical and methodological strategies at different times (during school hours and in family-community sessions) and aim to articulate different forms of knowledge through reflection-action-reflection.