Pedagogia da alternância como proposta de educação transformadora: um estudo sobre a Escola Família Agrícola Vale do Guaporé

Abstract

The survey presented has as its theme, the education of the countryside. As objectives, we seek to analyze the organization and constitution of the Escola Família Agrícola Vale do Guaporé and its teaching methodologies, as well as the possible social changes proposed, that is, to analyze the daily life of the school and the applicability of the pedagogy of alternation in the different environments that the student finds, in addition to identifying and discussing the changes that have occurred as a result of this EFA teaching model in regional and family realities. During the research, semi-structured interviews were carried out with the founder of the school, graduates of the institution, teachers and manager. It was realized, also, the field and documentary research, allowing the construction of data. The qualitative approach made it

possible to analyze the object of study in depth. The choice of the scientific method Historical- Dialectical Materialism guided the entire research, with the categories of analysis: totality,

contradiction and praxis, providing a critical analysis of the object of study and its proposal in the Guaporé Valley. This teaching proposal is based on the Alternating Cycle Pedagogy, a historical process of class struggle between: the education from the capitalist point of view, and the education thought by the rural populations, that organized themselves, creating forms of resistance and emancipation. The results show how the pedagogy of alternation in Vale do Guaporé was understood by rural people and materialized as a transformative education, causing social changes for local populations, strengthening the engagement of peasants, therefore, realizing the ideals of rural education.