A Pedagogia da Alternância presente nos Projetos Político-Pedagógicos das Escolas Famílias Agrícolas do Tocantins

Vizolli, Idemar; Aires, Helena Quirino Porto; Barreto, Mylena Gonçalves

doi:10.1590/s1678-4634201844166920

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…The pedagogy of alternation consists of an educational proposal that contemplates and values the knowledge present in students from public institutions in their sociocultural contexts, considering the school, the family, and the community as spaces for producing, learning, organizing, and disseminating knowledge. From the perspective of rural education, the pedagogy of alternation takes place within the school, family, and community, with pedagogical-didactic instruments elaborated based on the reality of the school and the students [3,6].…”

Section: Highlightsmentioning

confidence: 99%

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

Gonçalves,

Pecoraro,

Nunes

et al. 2024

Braz. arch. biol. technol.

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This study aims to show the efficacy of the pedagogy of alternation in soil practices. A compilation of 1200 alternation notebooks of students from 2022 to 2023 was analyzed. The documentary analysis was based on the qualitative meta-synthesis. It was observed that the vast majority of techniques reported in the notebooks matched the reality of the students' properties. The pedagogy of alternation involving soil management and conservation practices has a positive environmental impact on students' rural properties, which supports the practice of sustainable management, contributing to pedagogical instrument development and in the teaching-learning process. Labor is related to social movements and the education of students. Within this framework, it is important to state that this pedagogical system allows students to be free, autonomous, and emancipated in the relationship between agricultural labor and school education.

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Section: Highlightsmentioning

confidence: 99%

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

Gonçalves,

Pecoraro,

Nunes

et al. 2024

Braz. arch. biol. technol.

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“…A Pedagogia da Alternância ainda não é adotada como método principal de educação nos espaços rurais, mas muitos estudos têm mostrado a eficácia desse formato de ensino em diferentes localidades no Brasil, pois cada uma adota a política que mais se enquadra à região e às realidades vivenciadas pelos moradores da comunidade (Zanuncio, 2011;Backes, 2017;Vizolli;Aires;Barreto, 2018). Pesquisa realizada por Kuhn (2016) na Escola Vinte e Cinco de Maio abordou como têm funcionado os princípios pedagógicos e filosóficos do PPP, chegando à conclusão de que existe coerência entre os princípios e as práticas construídas e vivenciadas pelos estudantes, com destaque para a gestão democrática, a articulação entre a educação, o trabalho e a cultura, e participação efetiva nos movimentos sociais, sendo este um elemento formativo dos estudantes.…”

Section: Pedagogia Da Alternância E O Ensino Da Agroecologiaunclassified

Agroecologia e Pedagogia da Alternância: um estudo de caso da Escola Tecnológica de Fraiburgo, Santa Catarina

Domingues¹,

Júnior

Nunes

et al. 2021

R. bras. Estud. pedagog.

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O objetivo da pesquisa foi compreender como o ensino de Agroecologia em uma escola agrícola, em regime de Pedagogia da Alternância, tem influenciado no ensino-aprendizagem dos estudantes e como isso tem afetado o âmbito familiar e comunitário. Utilizaram-se as metodologias quantitativa, com aplicação de questionário aos estudantes, e qualitativa, baseada em entrevistas abertas e estruturadas aos estudantes, professores, pais e pessoas ligadas à fundação da escola. O processo de ensino-aprendizagem baseado na interação com a realidade local, como propõe o método “Tempo Escola e Tempo Comunidade” aplicado na Pedagogia da Alternância, mostrou-se efetivo por apresentar maior ligação com as relações do campo. Os entrevistados relatam que essa metodologia tem proporcionado maiores trocas de conhecimento com a família e a comunidade, o que pode influenciar positivamente as formas de cultivo a partir de um novo pensar. No entanto, verificou-se que há uma distorção relacionada às práticas agrícolas locais e ao ensino de Agroecologia. De acordo com os estudantes e pais, há necessidade de realizar a transição agroecológica, pois muitos ainda seguem práticas convencionais de cultivo, o que dificulta o uso dos conhecimentos adquiridos pelos estudantes. Compreende-se que a alteração de paradigmas é feita gradativamente e a Pedagogia da Alternância aplicada ao ensino de Agroecologia pode auxiliar no aprimoramento de práticas para que as mudanças ocorram.

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“…In this context, the State, the private sector and farmers, especially parents, were involved, giving rise to the educational alternation modality (Cordeiro, Reis, & Hage, 2011: p. 117) " [...] representing a new educational project with the insertion of knowledge from French agriculture". As a result of these articulation efforts, the first Maison Familiale Rurale (MFR) was created, constituting the birth of the first school of Pedagogy of Alternance, and from then on, teaching possibilities were created to serve the children of French peasants and keep them in the field (Vizolli, Aires, & Barreto, 2018).…”

Section: Origins Of Pedagogy Of Alternancementioning

confidence: 99%

Mediatic, Informational and Digital Skills and Competencies in Students from Agricultural Family Schools and Rural Family Home, in the Amazon Biome, Brazil

Torres¹,

Souza²,

Cunha³

et al. 2020

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The article presents partial results of an ongoing research action, within the scope of the project "Geodigital Inclusion and Territorial Management of Family-Based Production Units: Generation of Sustainability Index for the Amazon Biome". This project provides for the definition and availability of indicators of environmental, economic, agricultural, social and governance sustainability, aiming to assist family farmers in the management of the property, subsidizing them in decision making and increasing family income. Embrapa Territorial Intelligence carries out the execution of this research project in partnership with Embrapa Agricultural Informatics, units of the Brazilian Agricultural Research Corporation (Embrapa), headquartered in Campinas, São Paulo (SP), Brazil. The article presents a contribution to the education of the field in Brazil, through a continuous formation action, in the non-formal education modality, through presential and distance training courses, for students of the Agricultural Family School (EFA acronym for which it is known in Brazil) and Rural Family House (CFR acronym for which it is known in Brazil) in the Amazon Biome. This action was based on a training needs diagnosis, conducted through a questionnaire applied to 144 students, distributed between EFA and CFR, located in the Brazilian states of Acre, Amapá, Maranhão, Mato Grosso, Pará, Rondônia and Roraima. The objective of this diagnosis was to identify and analyze the training needs regarding: 1) media, informational and digital skills and competencies of these students; 2) students' level of knowledge and domain of issues related to agricultural production systems and the sustainable development of family How to cite this paper: Torres, T. Z.,

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A Pedagogia da Alternância presente nos Projetos Político-Pedagógicos das Escolas Famílias Agrícolas do Tocantins

Cited by 7 publications

References 2 publications

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

Agroecologia e Pedagogia da Alternância: um estudo de caso da Escola Tecnológica de Fraiburgo, Santa Catarina

Mediatic, Informational and Digital Skills and Competencies in Students from Agricultural Family Schools and Rural Family Home, in the Amazon Biome, Brazil

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