A Pedagogia da Alternância na formação inicial de educadores do campo: contribuições e desafios

Abstract

The aim of this paper is to present a study and promote reflections on the contributions and challenges of Pedagogy of Alternation in a Rural Education Degree Course, with a focus on Natural Sciences. For the development of the research, data were collected through questionnaires and from the analysis of the Course’s documents. The results showed contributions of Pedagogy of Alternation, which opens the possibility of graduates entering and continuing in university studies, and brings teachers and students closer to their communities. Challenges were also pointed out, such as the financial burden on undergraduates and the Course to cover housing expenses and cover transportation and food expenses; exhaustiveness and little use in University Time; the need for the graduates to get closer to the university environment and life during the Community Time; the importance of the adherence of the professors to teaching methodologies that are linked to the principles and foundations of Rural Education; the realization of integrative alternating; and the promotion of an inter and transdisciplinary Science teaching, aimed at the formation of rural educators.

Formação em Alternância nos cursos de Licenciatura em Educação do Campo desenvolvidos na UnB e na UFMG: articulando universidade, campo e escola numa perspectiva socioterritorial

“…(Molina, 2015(Molina, , 2017(Molina, , 2020Molina & Martins, 2019;Molina & Hage, 2015;Antunes-Rocha & Martins, 2012;Begnami, 2019) Superior estão produzindo, numa perspectiva socioterritorial (Fernandes, 2005), processos formativos que ressignificam o diálogo entre as universidades, as escolas do campo e as comunidades ao seu redor, desencadeando processos de produção do conhecimento protagonizados pelos próprios sujeitos camponeses que ampliam a compreensão crítica de seus territórios e avançam no sentido de contribuir com a construção de novas ações coletivas de luta e resistência (Molina & Pereira, 2021). (Ribeiro, 2008;Telau, 2015;Silva et al, 2020;Farias et al, 2020). Observa-se que nessas pesquisas foram emergindo, nas duas últimas décadas, termos como "alternância educativa", "alternância pedagógica" e "formação em alternância" para denominar as experiências dos cursos de Licenciatura do Campo (Saul et al, 2019;Farias, 2019).…”