Escola família agrícola : a pedagogia da alternância em processo

Abstract

This study has as theme the Alternation Pedagogy in Goiás City. The research problem was tocomprehend what this pedagogical proposal is, who are the individuals served and how it has beenevolved today. The choice of research object was made from curiosity about a different pedagogicalpractice: a school guided to know the needs of rural families maintenance of peasant culture, family agriculture, the mystical relationship between men and the field. The general objective is to identify, understand and analyze the original proposal of EFAGO and what is currently done at this school. The specific objectives were to understand the theoretical assumptions of the alternation pedagogy for field education; to know the process of implementation of the Escola Família Agrícola de Goiás from their initial creators; to know and analyze the performance of the State Department of Education proposed in this pedagogical proposal; to analyze the role of technical training from the objectives of the alternation pedagogy. To direct this dissertation, we used a qualitative approach, in view of the bibliographical research, combined with field research. As instruments for data collection, we have used participant observation, semi-structured questionnaire and search for literature were used. The theorists that supported this study were Brandão (1995), Person (1997), Queiroz (1997), Birth (2005), Faust (2009), Hobsbawm (1995), Reis (2013), Dewey (1980) and Freire (1987 ). The path of the alternation pedagogy was introduced in France since the emergence of the deployment based on this proposal and schools in Brazil, more specifically in the state of Goiás. The study reveals the assumptions that underlie the educational proposal of alternation, showing how it meets the needs of field families, forming the technical farmer who acts on improving household production. However, it also shows how the State performance, from a business perspective of education has been an obstacle to the practice of alternation pedagogy.