PEDAGOGIA DA ALTERNÂNCIA: RELATOS SOBRE A PRÁTICA EDUCACIONAL NO CURSO DE EDUCAÇÃO DO CAMPO EM ARRAIAS-TO

Abstract

The work has as its theme the Pedagogy of Alternation and empirical basis reports of teachers about educational practice in a higher education course in the field. The general objective of the research is to understand the ways in which Pedagogy of Alternation collaborates for the training of undergraduate students from the perspective of teachers. The work was divided into five topics: first is the introduction of the research; the second refers to the survey of the bibliographic reference, a brief history of Rural Education and how the PA is inserted in the Rural Education course, considering authors such as Brasil (2017), Nascimento (2007), Cardart (2002) and others; the third topic presents the data collection methodology and procedure; the fourth topic is data analysis; and fifth are the final considerations. Despite the paramount importance attributed to Pedagogy of Alternation, the data indicate that it still faces challenges for its total effectiveness, such as: the alternating regime itself, access to university, logistics in commuting and financial issues for the development of activities in the community. The analysis shows that it is also necessary to recognize the contributions it provides for the better development of the course, in view of the construction of students' learning and knowledge. Another concern that has emerged with research is the simplistic and fragmented response regarding formative times and the difficulty of defining some aspects that involve Pedagogy of Alternation, causing new gaps to arise for future research.