PRÁTICAS EDUCATIVAS DA ESCOLA FAMÍLIA AGRÍCOLA DE GOIÁS: PEDAGOGIA DA ALTERNÂNCIA E FORMAÇÃO INTEGRAL DO ESTUDANTE

Abstract

This study was intended to research the educational practices at Escola Família Agrícola de Goiás and to investigate how these practices are applied in the educational context of the Technical Course Integrated to High School nowadays, based on historical and documentary research, experienced in the school space. This research was carried out for the Postgraduate Program in Professional and Technological Education – Professional Master's (ProfEPT/IFES). Our general objective is to understand how the learning of educational practices takes place in alternating times and spaces, having as principle the Pedagogy of Alternation. Specifically, we established three objectives: a) To analyze the influence of local culture on educational activities; b) To infer about how the concepts and principles of Pedagogy of Alternation are used at Efago and c) To understand how the students’ practical activities take place in the school and family sessions. The work was carried out with the historicaldialectical materialism as a philosophical reference, which recognizes the role of the subject as a human being agent of transformation of the society in which they live and of their reality. The method used for this research was free observation, using data collection using the field diary and semi-structured interviews. The technique used was the document analysis of the field diary record, the analysis of interviews with the participants and the historical records of documents from Efago. The research indicated, through its results, that the educational practices of Efago are carried out based on the methodology of the pedagogy of alternation, but that not all pedagogical instruments are used. There are three problems that are considered challenges for the school’s continuity: the significant decrease in the number of students coming from family units in the countryside; the turnover and lack of teacher training, especially on Rural Education and Pedagogy of Alternation; and the lack of parental engagement with the school. The educational product had as proposal a documentary about the school’s journey and the struggle to keep alive the hope of a Rural Education in the countryside, in this project we used the interviews that were collected for the research during the visits.