Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e10784
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Social voices, rural education and life projects: A
dialogical analysis of practices at SERTA
(Alternative Technology Service)
Nicéia Andrade da Silva
1
, Flávia Mendes de Andrade e Peres
2
1, 2
Universidade Federal Rural de Pernambuco - UFRPE. Departamento de Educação/Programa de Pós-Graduação em
Educação, Culturas e Identidades. Rua Dom Manuel de Medeiros, s./n. Dois irmãos. Recife - PE. Brasil.
Author for correspondence: niceiaandrade26@gmail.com
ABSTRACT. The main objective of this article is to understand
the educational practices of Alternative Technology Service
(SERTA), through the contributions of the Educational Support
Program for Sustainable Development (PEADS) for the
construction of students' Life Projects. Based on the Dialogic
Discourse Analysis (DDA) of the Bakhtinian circle, it is
intended to analyze, in what way and to what extent, the social
voices that permeate the experienced activities are perceived in
the statements of the subjects that permeate this educational
space and contribute to your Life Projects. The results point to
the PEADS methodology and Pedagogy of Alternation
experienced in SERTA, as possibilities for individual and
collective growth and contribute to the protagonism of the
subjects, the awakening of the feeling of belonging to a social
group, the motivation to learn, research and share the diverse
knowledge that is learned in the course, either during the
moments of immersion of school time (ST), or in the activities
of community time (CT), by providing the opportunity for
individual and collective listening and appreciation of the
subjects throughout the entire educational process experienced
in the Technical Course in Agroecology.
Keywords: rural education, life projects, SERTA.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
2
Vozes sociais, educação do campo e projetos de vida: Uma
análise dialógica sobre as práticas no SERTA (Serviço de
Tecnologia Alternativa)
RESUMO. O presente artigo tem como objetivo central
compreender aspectos das práticas educativas do Serviço de
Tecnologia Alternativa (SERTA), em Pernambuco, como
contribuições de sua metodologia, ancorada no Programa
Educacional de Apoio ao Desenvolvimento Sustentável
(PEADS), para a construção dos projetos de vida dos estudantes.
Com base na Análise Dialógica do Discurso (ADD) do círculo
bakhtiniano, pretende-se analisar de que maneira, e em que
proporção, as vozes sociais que perpassam as atividades
vivenciadas aparecem nos enunciados dos sujeitos, neste espaço
educativo, e contribuem para os seus projetos de vida. Os
resultados apontam para a metodologia PEADS e a Pedagogia
da Alternância como possibilidades de crescimento individual e
coletivo, contribuindo para o protagonismo dos sujeitos, o
despertar do sentimento de pertencimento a um grupo social, a
motivação para aprender, pesquisar e compartilhar saberes
diversos apreendidos no curso técnico em agroecologia, seja nos
momentos de imersão no Tempo Escola (TE), seja nas
atividades do Tempo Comunidade (TC). O curso proporcionou
oportunidades de escuta, fala e valorização individual e coletiva
dos sujeitos, ao longo do processo educativo vivenciado.
Palavras-chave: educação do campo, projetos de vida, SERTA.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
3
Voces sociales, educación rural y proyectos de vida: un
análisis dialógico de las prácticas en SERTA (Servicio de
Tecnología Alternativa)
RESUMEN. El principal objetivo de este artículo es
comprender las prácticas educativas de Servicio de Tecnología
Alternativa (SERTA), a través de aportes del Programa
Educativo de Apoyo al Desarrollo Sostenible (HDPE) para la
construcción de Proyectos de Vida de los estudiantes. Basado en
el análisis del discurso dialógico (ADD) del círculo bakhtiniano,
se pretende analizar, de qué manera y en qué proporción, las
voces sociales que impregnan las actividades vividas, se
perciben en los enunciados de los sujetos que permean este
espacio educativo y aportan a sus Proyectos de Vida. Los
resultados apuntan a la metodología HDPE y Pedagogía de la
Alternación vivida en SERTA, como posibilidades de
crecimiento individual y colectivo y contribuyen al
protagonismo de los sujetos, el despertar del sentimiento de
pertenencia a un grupo social, la motivación para aprender,
investigar y compartir el conocimientos diversos que se
aprenden en el curso, ya sea durante los momentos de inmersión
(TE), o en las actividades de Tempo Comunidad (TC),
brindando la oportunidad de escucha y apreciación individual y
colectiva de las materias a lo largo de todo el proceso educativo
vivido desde el inicio de la primera semana de inmersión en el
Curso Técnico en Agroecología.
Palabras clave: educación rural, proyectos de vida, SERTA.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
4
Introduction
The struggle that has been waged by
various social movements throughout
history, the result of many tensions,
advances, beginnings and restarts, for an
education in the countryside and for the
countryside, gives us hope and motivation
to believe that it is possible to educate for
citizenship, for liberation, for political and
social emancipation, for better living
conditions and for a more just and
egalitarian society.
It is of great relevance for us to
contextualize the history of Rural
Education, dialoguing with its fundamental
issues and social practices in which it is
established to understand the struggles of
subjects for quality and emancipatory
education, and their achievements, over
time, and in certain spaces, were decisive
for its recognition, and for us to believe in
the possibility of a liberating education,
with respect to peasant peoples. In addition
to valuing these subjects, it is important to
recognize, in successful practices, an
education that, as highlighted by Café
(2007, p. 31), “can constitute subjects, men
and women, identified with human
emancipation, with the transmutation of
inequalities of gender, race, ethnicity, in
which the differences are affirmed in the
sense of (re) valuing the peasant identity”.
An emancipatory education is based
on the existence of peasant schools and for
the countryside, which consist of “schools
with a political pedagogical project linked
to the causes, challenges, dreams, history
and culture of rural working people”
(Arroyo, Caldart & Molina, 2004, p. 27).
This education must respect the roots of
rural peoples, their history and culture, and
be based on integral and critical human
formation, so that it can contribute to the
change of social organization, based on
human emancipation, promoting a new
development of the countryside and
society, in a liberating perspective. For
Santos, Paludo and Oliveira (2010, p. 53):
In this model of education,
identification with the countryside
and with rural life is permeated by
the recognition of the culture of the
subjects who live there. This
recognition favors the construction of
a cultural identity that respects the
multiple differences and perceives
the subject as the builder of their
history. (Santos, Paludo & Oliveira.
2010, p. 53).
However, contrary to this direction,
it is clear that in many current educational
contexts, there is still a present mark of
disarticulation between the knowledge
mediated at school and the reality of the
people living in the countryside, creating
barriers, discouraging the production of
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
5
sense and meaning on the peasant contexts
and disseminating the idea of valuing an
education centered on urban themes.
This hegemonic model, valued and
recognized, ends up reproducing
educational practices that make rural
peoples invisible and accentuate social
inequalities. As Wanderley (2013, p. 37)
states: “We can say that this invisibility
affects the peasant population as a whole,
so often denied, unknown and relegated, as
if the rural environment had ceased to exist
and had been completely diluted in the
mode of urban life. ”
It is essential that there is recognition
and appreciation of the culture and
knowledge of peasant peoples through
educational practices for the countryside,
thus assuming possibilities for activities
charged with meaning by the subjects
throughout their development and in the
construction of their story. For Caldart
(2004), “Education in the countryside can
perhaps be considered one of the practical
achievements of the pedagogy of the
oppressed, as it affirms the rural poor as
legitimate subjects of an emancipatory and,
therefore, educational project”. From this
perspective, we emphasize that:
Historically, the concept of rural
education was associated with a
precarious, backward education, with
little quality and few resources, had
as a background a rural space seen as
inferior, archaic... it projects an
alienated territory because it
proposes to social groups that they
live off the work of the land, a
development model that expropriates
them. (Fernandes & Molina, 2004, p.
36).
It can be seen that Rural Education
has been resisting the vision that is marked
by the dominant ideology and, in this way,
it is pointing to the construction of a new
paradigm, which is thought of by the rural
subject, based on the principle of
sociocultural diversity. According to the
authors, Rural Education needs to see the
countryside as a space for life and
resistance, rich in many possibilities for
social, economic and cultural development.
In dialogue with their practical contexts of
existence, rural peoples can seek and assert
themselves as subjects of rights, who fight
for public policies and for better living
conditions and for quality education.
Motivated by this reality, we
recognize the successful work of some
institutions that think and respect the
countryside as a space of life and diverse
knowledge, as we can specifically identify
in the SERTA Institution (Alternative
Technology Service), located in Glória do
Goitá, in the state of Pernambuco,
northeast of Brazil.
We understand that, throughout its
history, SERTA
i
has managed to establish
itself as a formal space for Rural
Education, which works with subjects of
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
6
different identities and from different
territories. Its educational proposal is
aimed at respecting nature, life and the
integration of subjects with the
environment. Its proposal presents itself as
an education that contemplates the
plurality of subjects and that enables the
construction of life projects.
SERTA was the locus of this work.
Their practices and the statements that
emerge from subjects who experience
educational processes in their space were
the focus of observation and analysis in
this research. We aim to understand the
discursive aspects enunciated by its
students that indicate how this institution
effectively dialogues with the construction
of life projects, enhancing social
transformation, a theme relevant to Rural
Education.
In this sense, this article aims to
reflect on the educational practices of the
Alternative Technology Service (SERTA),
through the Educational Support Program
for Sustainable Development (PEADS
ii
)
and its contributions to the construction of
students' life projects, seeking to identify ,
from the Dialogic Discourse Analysis
(DDA) of the Bakhtinian circle, in what
way and in what proportion the social
voices that permeate the activities in its
educational space are evidenced in the
students' statements, in relation to the
construction of their life projects.
This article is divided into four
sections that will be presented below: in
the first section, we will discuss the
SERTA Methodological Proposal, the
PEADS (Educational Support Program for
Sustainable Development) and the idea of
life projects, based on such proposal; in the
second section, we will present the
research methodology, which is of
fundamental importance to understand the
dialogicity present in the interactions
established between the subjects that
permeate that educational space and to
apprehend the voices that make up their
practices and experiences; in the third
section, we will present the analysis of
results, built based on a triangulation of
interconnected data, arising from the
master's thesis
iii
, but whose focus, in this
article, will be limited to only one of the
moments of the research process, the
enunciative moment, in student responses
to an online questionnaire; in the fourth
section, we will organize the results
achieved on the constructed data, which
will serve as a basis for the final
considerations of this study.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
7
SERTA Methodological proposal and
life projects
SERTA Methodological Proposal
The SERTA Alternative Technology
Service is methodologically based on the
Educational Support Program for
Sustainable Development (PEADS),
considered a reference in Basic Education
and Technical Professional Education at
secondary and higher levels. PEADS is
consolidated in its capacity to create,
innovate and disseminate appropriate and
interactive technologies, to contribute and
influence the implementation of public
policies for Sustainable Development
throughout Brazil. For Moura (2015, p.
48): "PEADS concentrates, channels this
common effort to rethink philosophy,
science, curriculum, didactics,
management, evaluation, educational
system, public policy, pedagogical practice
in the light of a set of values, of
conceptions”.
The perspective of PEADS is in line
with the ideals of rural education, as it is
supported by social mobilization for the
construction of technological bases, with a
focus on sustainable development in the
countryside. This process involves
investigating economic activities,
understanding the variables that inhibit
local development and the territories in
which subjects and educators live and
work, and thinking about social practices
that lead to a better quality of life and a
transformation of reality.
SERTA's trajectory with its practices
and, mainly, with the construction and
consolidation of the Educational Support
Program for Sustainable Development
(PEADS) aims to transform intentionality
into action. In the speeches about SERTA's
actions, voices that intend to win “the
hearts and minds” of the subjects involved
in the process, to promote innovative ideas
and new practices, consolidate existing
concepts, based on lived experiences and
of interaction with the social other. It is
understood in these social voices a
convergence of actions towards an
education model in which, in an integral
way, cognition and affectivity are part of
the educational processes, but there is still
much to be done, with the process of social
transformation being a collective event,
emerging from diverse needs and realities.
Implementing the educational
methodology, in turn, these ideas unfold
into four stages, which will be presented
below and accompany the entire teaching-
learning process, as well as all activities
planned and experienced in SERTA and in
the community: i) Research as a builder of
knowledge; ii) Analysis as a deepening of
the knowledge produced by research; iii)
The products of knowledge that provoke
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
8
the actions; iv) The evaluation system of
the processes experienced by the
methodology.
The recognition and respect for the
knowledge and cultures of the subjects
who integrate the Technical Course in
Agroecology are characteristics perceived
in the actions of educators and their
proposed activities, as well as in the
actions of other SERTA members and
experienced by the students of the course.
The methodology anchored in PEADS
used by SERTA aims to transform diverse
knowledge into scientific knowledge,
dialoguing with the principles of Rural
Education that aim at the protagonism of
subjects, as builders of their history. Thus,
students recognize the need and
importance of valuing their culture and
knowledge that already dominates in
everyday life, through dialogue established
with the scientific/official knowledge
favored by SERTA and PEADS.
From this perspective, students as
protagonists, in the production of
knowledge, together with families and the
community, are invited to participate,
especially with their traditional knowledge,
in the construction of an education focused
on the interests of the peoples who live in
the and the land.
The methodology of the Pedagogy of
Alternation is adopted by SERTA because
it dialogues directly with the parameters of
Rural Education, in which the voice of the
Pedagogy of Alternation is called to
dialogue and implies a proposal used in
rural areas to merge periods of internship
at school (School time) with other
moments experienced at home, in
communities or in social organizations
(Community time).
The Pedagogy of Alternation is
experienced in the proposal implemented
at SERTA, due to the possibility of a closer
dialogue with the reality of the
countryside. It allows students to practice
the knowledge arising from the activities
provided by the course, in School Time
(ST), in their own territories, during the
experiences of Community Time (CT).
The practice of what is learned during
activities during periods of immersion (ST)
also provides opportunities for solidarity
and transformative actions, aimed at
improving the quality of life and social
transformation, whether on their properties
or in the community in which they live.
The alternation, in the educational sphere,
allows students to alternate periods of
training in the school environment and
periods of practices, experiences and
research in the family and community
environment, integrating family, school
and community in a process of continuous
training.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
9
The PEADS methodology, in
addition to valuing students' knowledge
and experiences, contributes to the
planning of collective actions, which help
to transform the community, intensify
actions and reflections on reality,
promoting awareness of the importance of
everyone's participation in the process. of
improving the quality of life, aiming at the
realization of the students' life projects.
Life Projects
The life course of each one of us is
marked by beginnings, continuities,
discontinuities, interruptions and new
beginnings. Each subject develops their
unique trajectories, responding and acting
in the face of situations experienced in a
unique way, from their historical position,
from varied paths and diverse identities, in
the interrelationships with the social other
and with the environment in which they
live, being able to reframe, in these
trajectories, possible life projects.
The uniqueness of the moment
experienced by each and every one is
marked by fluctuations, reversibility, true
movements of comings and goings, which
are also the result of increasingly fluid
social structures, present in today's society.
When we articulate reflections on
life projects with understandings about
contemporaneity, authors such as Bauman
(1997) allow us to see what "liquid
modernity" means, as contexts marked by
individualism, in which human ties are
networked and thus they become
increasingly fragile, given the ease of
connecting and disconnecting, thus
undermining the relationships that come to
be called connections. There is an
imminent risk in the loss of a people's
historical heritage, marks of ancestry and
belonging, fundamental elements in the
construction of projects based on the
historicity of the subjects and their social
bonds.
For Bauman (2005) the main
characteristics of post-modernity or liquid
modernity are detachment, provisionality
and an accelerated process of
individualization; on the one hand, the
feeling of freedom, on the other, insecurity
and unpreparedness, showing a lack of real
commitment, which cause fear of love as
much as of death. In this way, space and
time are moved by lightening, constant
changes that disorganize what is ready,
thus giving rise to new forms of
relationship between people and between
people and the world around them.
This crisis is present in society as a
whole, with greater intensity in large cities.
However, the rural environment, despite
not containing the population
concentration that we find in large urban
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
10
centers, is influenced by the city and thus,
some behaviors also gain space and use in
the rural environment, with hegemony of
capital and industrialized processes, and
modify the relationships with the
environment and with the social other.
Thus, rural peoples end up cultivating
other values, distancing themselves from
the history of their people and acquiring
new postures that materialize liquid
thinking, so characteristic of today.
By focusing the discussion on life
projects, in this article, we treat as a
process that is closely linked to the
construction of the subject's identity, to the
production of meanings and senses in the
valuation of some social roles, which in
contemporary contexts can be weakened
by discontinuities constants. Dayrell
(1999) approaches this concept, when
conceptualizing life project: “it is a
learning process that implies the
maturation of the capacity to integrate the
past, present and future, articulating the
unity and continuity of an individual
biography”. We recall that the individual
builds his identity in a procedural and
autonomous way, based on sociocultural
references and the field of possibilities.
Identity understood not as something given
and definitive, but as the production of
senses of belonging and history, which are
necessarily intertwined in the identity
processes:
Identity is a construction that each of
us builds through the relationships
we establish with the world and with
others, based on the social group to
which we belong, the family context,
individual experiences, according to
values, ideas and norms that organize
their worldview. (Dayrell & Gomes,
2004, p. 10).
For Furlani and Bomfim (2013,
p.123), "problematizing the theme of the
life project in youth, enabling a practice of
reflexivity, is a way to prepare the subject
for the future, reconstructing his past and
being committed to his present”. We
understand that reflections on the life
project are powerful, as a practice
promoted in some educational contexts, to
mobilize the production of meaning about
history and belonging. According to
Oliveira Jr. and Prado (2013, p. 57): “the
creation of better economic conditions on
the land has been pointed out as a reversal
of the juvenile migratory process, as it
would allow the realization of life projects
in the countryside as a legitimate option
and subject to be lived”.
Among the motivations that
encourage us to understand SERTA's
practices related to the life projects of its
students, we are concerned about the
diversity of subjects coming from various
territories, which in itself would add great
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
11
challenges. How to align different
elements that can contribute and influence
the construction of multiple and plural life
projects, in dialogue with their territories?
In addition to the territorial diversity, in
SERTA, we also find a context with
subjects in different biographical moments,
therefore, it is not just teenagers and young
people who seek the education made
possible in this space, such as the search
for the Technical Course in Agroecology.
This marks a possible discussion
about the construction of identities as a
process that flows throughout a lifetime,
marking subjects in constant
transformation, with openness to the
development, transformation and
consolidation of life projects that would
not be circumscribed by a phase of life or
the an age factor, but due to historical-
cultural factors, whose level of biological
maturation would only be an aspect of
human development, but not its
determinant.
The discussion in this article sheds
light on aspects related to the social,
economic and cultural viability of subjects
who live, in particular, in the countryside,
with the aim of getting closer to the needs
of these subjects and understanding their
motivations in choosing and building their
projects for life, from the experiences
made possible by SERTA's methodological
proposal.
Therefore, we assume that students,
research participants, are co-builders and
co-authors of their life projects, which
produce meanings and meanings about
themselves throughout the course, which
are the focus of the construction of the
analytical corpus presented in this work.
From the various statements that are
produced, dialoguing with various social
voices that present themselves in the
trajectory of their experiences and studies,
made possible by SERTA, we seek to
identify how some social voices are
organized in practices and reverberate in
the students' written statements, when
answering a questionnaire of a moment of
the research presented here.
Methodology
This article is an excerpt from a
master's research, in which there was a
triangulation of data, covering three
moments: immersive (observation and
analysis of practices organized in SERTA's
activities, with the researcher's experience
in various discursive spaces at the
institution in Glória do Goitá-PE);
documentary (with analysis of documents
that outline SERTA's practices, including
PEADS); and enunciative (in which
students answered a questionnaire, on
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
12
Google forms, with a set of 22 questions,
divided into 4 sections, elaborated in
dialogue with the two other moments of
the research, for dialogic analysis). Thus,
from the utterances produced, we will
focus on the enunciative moment, in this
article, in particular the section referring to
life projects.
The enunciative moment was carried
out through an online questionnaire, in
which we sought to capture the meanings
built in the dialogical relationships that
permeate this educational space, which
voices appear in their utterances and the
polyphonic evidence about their life
projects. However, this cut does not
prevent us from rescuing dialogic links
produced from the analysis of the other
two moments, although they are not
explained here.
The datas were analyzed in the light
of Dialogic Discourse Analysis (DDA),
based on the dialogic game present in the
subjects' statements. DDA is anchored in
Bakhtin (2004), and defends that every
word is permeated by two distinct faces,
that is, it is structured from the interaction
process between speaker and listener, in
the interactional process. More than that,
every word is an uninterrupted link in a
dialogical chain, there is always a process
of responses to the world in our actions,
which would be responsive, in this sense,
encompassed by moral aspects,
contextualized in the histories and
circumstances of discursive actions.
According to Barros (2003, p. 2),
“Dialogism results from the verbal
interaction established between the
enunciator and the enunciate, in the text
space”. In other words, dialogism is seen
as an interactional space, where the subject
loses the central role and is replaced by
different social voices that make him a
historical and ideological subject. In this
way, “the subject is no longer the center of
the interlocution, which is no longer in the
I nor in the you, but in the space created
between them, that is, in the text”. (Barros,
2003, p. 03, author's italics).
In DDA, the sign ceases to have a
predominantly linguistic character, as in
some approaches to linguistics, and starts
to be analyzed from an ideological
instance, based on the Bakhtinian
perspective. This implies a load of social
voices that ideologically overlap in the
linguistic sign, which starts to be
interpreted as an utterance. Notably, the
statements are dialogic, polyphonic and
ideological.
In Bakhtinian terms, utterances are
entities charged with a whole of meaning,
which await a certain completion, as they
are incomplete and await the complement
of others. Statements are uttered by
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
13
subjects who have historicity, then loaded
with authorial positions, with a load of
ideological value, highlighting some social
voices. In the dialogic perspective,
suggested by Bakhtin (2004), it is
important to remember that language
studies do not have an absolute end, but are
changed according to the emergence of
discourses and, consequently, they
instigate us to new questions.
This vision was important for us to
apprehend the voices that make up the
social practices in the spaces of SERTA
and their ideological loads present in the
statements of the research participants. We
seek to ascertain the dialogic categories,
from the grouping of utterances, according
to the dialogic network made possible, or
the social voices with which they most
strongly dialogue, in the middle of the
question. Thus, it is conceived that
dialogicity is in motion, and can only be
built in a relationship of participation and
interaction between students, the
institution, the family, the community and
the territories to which they belong or are
interconnected, although some social
voices are more strongly connected to the
dialogic game than others, providing
elements for our analysis of the impacts of
SERTA and PEADS on their life projects.
The subjects who participated in our
research were students from classes A, B,
C and D, from the Technical Course in
Agroecology at the SERTA Institution, in
2019. 60 students participated in the
research, distributed in the institution's four
classes, 33 of whom were female, 26 male
and one (01) who identified himself as of
another gender. The age of the students
participating in the research ranged
between 18 years old and 64 years old,
marking here the aspects we mentioned in
our theoretical foundation about the
constitution of an identity that transforms
into different biographical moments, not
restricted to youth, providing insights into
the projects category that allow its
expansion to motivations and
achievements in different age groups.
Data construction and analysis
Understanding the importance of the
methodological strategies of the Technical
Course in Agroecology and its
contributions to the development of
activities and experiences of the subjects
involved in this research became relevant
for us to apprehend the social voices that
permeate this educational space and the
relationship with life projects of students.
The lenses of DDA, as an analytical
method, were fundamental for
understanding the game of voices that we
will evidence in the subjects' statements
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
14
and the relationships with their life
projects.
As the focus of this article is on the
relationship between the students'
statements and their life projects, we
organize this section based on the
questions in the questionnaire that directly
dialogued with such focus, being divided
into three parts: the first part: Students'
conceptions about Life Projects; the
second part: Importance of the Pedagogy
of Alternation for Life Projects; and the
third part: Contributions of SERTA's
Methodological Proposal for Life Projects.
Students' conceptions about life projects
About the students' conception of life
projects we draw some dialogic
relationships regarding the importance of
the methodological strategies of the
Technical Course in Agroecology and their
contributions to the development of the
activities and experiences of the subjects
involved in this research. These
relationships between their life projects
and the social voices that permeate this
educational space were relevant to
understand the existing dialogicity in
the interactions favored by the PEADS
methodology experienced in SERTA.
To better understand their
conceptions about life projects, we asked
the students with the following question:
What do you mean by life projects? From
the data analysis, we found some possible
answers grouped into discursive categories,
which we will present below:
The Planning category was the most
significant in this section, in which it was
possible to group 18 responses that
dialogue with social voices that refer to the
organization of steps for an individual
project, with collective or territorial marks.
In these statements, students present Life
Projects as a plan for future life. Many of
the statements in this category appeared
loaded with voices that referred to the
importance of the course or the way in
which SERTA organizes its activities,
prompting students to reflect on planning
for their lives, through projects that draw
the future from what it is. Experienced in
the present and, more importantly, the
reality of each subject. As a representative
example of this category, in which the
importance of SERTA is explained, we
have the following statement: "I
understand that everything in our life must
be planned, so, through projects, where we
can use our dreams, we can realize it, using
the methodology that we are acquiring it in
the SERTA classes”.
The Achievement category (11)
pointed to statements that indicated life
projects as an achievement of goals based
on dreams and desires, the organization
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
15
and potentialization of these dreams, goals
and needs of students, individually and
collectively perceived from their
experiences. The idea of materialization,
highlighted in the statements in this
category, implies the subjects who already
had previous motivations prior to SERTA
for the concrete realization of plans, but
who were subject to transformations in the
educational process experienced in
SERTA. This can be illustrated in the
following example, when the enunciator
uses linguistic signs such as “encounter
and reencounter”, which dialogue with
possible social voices that lead to the
resignification of initial motives. We have
as an example of this category “It is
meeting and reencountering our desires,
dreams ... Projecting it in a time in its
concreteness”.
The statements that referred to the
idea of life projects as an objective or goal
to be achieved were organized in the
category Objectives (8), in which the
subjects highlighted aspects in the
statements that dialogued with the
methodology experienced in SERTA, as
they point to a path, an alternative, a goal
to be achieved. As a representation of this
category, we have the example: “A list of
specific goals relating time and space to
achieve goals in our trajectory”.
In the Transformation category (6),
we perceive the idea of life projects as a
transformation in the quality of life of
people and the community, which allows
the organization and planning of what
students think for the future of their lives
and the community to which they belong.
This category dialogues with social voices
from Rural Education, very present in the
educational space of SERTA, by
emphasizing the bond of subjects to
specific territories, whose projects cannot
be disarticulated from the concrete
conditions of the territories, contemplating
the characteristics and unique history of
belonging to a group. For example:
“During the course, there are countless
changes in the lives of students and these
changes allow us to get to know each other
more and know what we want for the
future in our lives, our own life project”.
We can see an interesting dialogue with the
cultural-historical approach that
conceptualizes life projects as a process of
identity construction, attesting to the
historical links and the sense of belonging
of the subjects, aspects that are relevant to
the process. Remarkably, this implies the
construction of the subject's identity in the
countryside, as he envisions the possibility
of living a project of individual and
collective transformation in his territory.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
16
Among the discursive categories
found, some statements by students about
life projects referred to the desire to live
and work in the countryside in a
sustainable way, together with their family,
as perceived in the Agroecology category
(4). The statements dialogued with voices
that see agroecology as a potential for life
and profession. Although not very
expressive from a quantitative point of
view, qualitatively it seems to be an
important category, whose voices may
deserve more emphasis in SERTA's
educational actions, in order to appear
more expressively in the students'
discourse, by emphasizing peasant life as a
sustainable possibility. As a significant
example of this category we have:
“Building a life in the countryside and
expanding the agroecological concept”.
The statements in the Transition
category (4) indicated the desire to
transition to a sustainable and balanced life
in their territory. They dialogue with
voices charged with a desire for a better
life, based on the principles of agroecology
and biodynamic agriculture, which lead to
a better quality of life in the countryside.
This category, somehow, relates to and
dialogues with the Agroecology category,
above, with more specification on aspects
of agroecological transition, and not just
maintenance of a sustainable family life, as
in the example: “Creating a productive
space based on in biodynamic agriculture,
which is an enterprise inspired by the
fundamentals of agroecology”.
The Autonomy (1) category although
not numerically expressive brought a
statement that highlights the course's
contribution to the students' autonomy,
with regard to the search for knowledge for
the construction of a balanced Life Project
in the territories, dialoguing with voices
who defend agroecology as a strategy for
the reproduction and continuation of
peasantry and family farming.
Importance of Alternation Pedagogy for
Life Projects
In this section, we will analyze
whether the experienced activities in the
school time (ST) and in the community
time (CT), favored by the Pedagogy of
Alternation, are important for the
construction of students' life projects.
Therefore, we asked the participants with
the following question: Are the activities
carried out at the ST and at the CT
important for the construction of their life
projects? We found 98.4% of respondents
who answered “Yes”. Based on the
analyzed responses, we listed some
discursive categories that indicate a
perception enunciated by students about
the activities experienced in ST and CT.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
17
From the analysis of the data, we
highlighted that some categories were
more expressive than others, such as the
Possibilities of Achievement category (30),
where the statements brought the
alternation activities between ST and CT
as a possibility to put knowledge into
practice theoretical knowledge learned in
SERTA and its importance for the
realization of life projects. We noticed that
the utterances appeared loaded with voices
that often reverberate from the space of the
SERTA institution, bringing possibilities
that provide opportunities for choices and
help students achieve the expected goals.
We have as a significant example of this
category: "Yes, because in these two
activities-moments you experience the
theory and practice necessary for the
implementation of Life Plans". It is noted
that when addressing "Life Plans", the
subject is directly dialoguing with the
perception of life projects, as a term
present in the document that establishes the
PEADS guidelines and experienced in the
activities provided by the methodology,
through the experiences in SERTA.
In the Learning category (10), the
statements reiterate the importance of
experiences and sharing for learning new
knowledge and paths during the process,
thus providing opportunities for the
connection with Life Projects, considered
essential for the direction and transition to
a life healthier in the countryside, as found
in: “All of them promote self-knowledge
and exchange of experiences, which are
fundamental for change, as it gives courage
and direction for what the person wants to
do”. In this example, the subject
emphasizes that the alternation favors the
execution of a Life Project, dialoguing
with social voices both present in shared
knowledge in their territory and learned
from science, alternating in the two
periods. The term "self-knowledge"
enunciated dialogues with the voices that
conceptualize life project as a process of
identity construction, a process in which a
knowledge of oneself, knowledge about
historical marks and meanings of
belonging to social groups, is fundamental
to the construction of a project of life,
which even requires “courage” for the
transition to a sustainable life.
Some statements point to SERTA as
a space that promotes changes, whether in
the place where one lives, whether in the
community or even in the “model
properties” of graduate students. These
statements pointed to significant changes
in the subjects' personal and collective
lives, grouped in the Transformation
category (8), as exemplified in: “At school
we are equipped with a charge to transform
the environment in which we live”. The
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
18
scientific and technological knowledge
acquired in School time (ST) could be
indicated as this “load” assigned in the
statement, as ammunition for
transformation in/of territories. But there
are also artistic, bodily, affective
ammunition that are shared in the ST of
immersion in SERTA, so that we cannot
precisely infer the meaning attributed to
the word “cargo” in the utterance.
In the Disclosure category (2), the
statements pointed to the importance of
sharing and multiplying the knowledge and
experiences that are lived in the moments
of ST and CT, a practice that SERTA itself
emphasizes, by showing models of projects
carried out by graduate students, in an
uninterrupted link of voices with which
students can find identifications for their
aspirations or inspirations for
transformation.
In the Protagonism category (1),
despite being unrepresentative because
there is only one statement, it indicated a
dialogue with social voices that permeate
the base documents for the works in the
SERTA space that highlight the
importance of offering students
protagonism in actions and in the activities
of ST and CT, as opportunities to appear as
a fundamental part of these two processes,
as they are able to teach and learn, sharing
knowledge and experiences. SERTA has
sought, in the pedagogy of alternation,
methodological elements that can provide
answers to overcome the challenges of
rural education, in the construction of a
school that forms protagonists of its
history, who fight for life in conjunction
with scientific, technological and for the
permanence and survival in the
countryside, based on the challenges and
opportunities that arise during the course's
trajectory.
The students' statements enabled us
to understand that the exchange of
knowledge and lived experiences
reverberates as of paramount importance
for the realization of knowledge and for the
construction of their life projects. In turn,
students enunciate these experiences as
fundamental to resolve the doubts and
difficulties that arise in the educational
process and play an important role in the
construction of their projects, based on the
built knowledge and practices arising from
their territories.
Contributions of SERTA's
Methodological Proposal for Life
Projects
In order to understand the
importance of SERTA's methodological
proposal and its contributions to the
construction of students' Life Projects, we
asked the following question: How
SERTA's methodological proposal can
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
19
contribute to the construction of your
project(s) of life?
Through the analysis of the
statements, we realized that many
meanings attributed by the subjects to their
life projects come from the voices that
circulate in the SERTA space and that are
consonant with meanings and with the
methodology experienced in the
educational space. There is recognition of
the student as a builder of their history,
valuing the practical, intuitive knowledge
and social knowledge they bring from their
experiences, as well as recognition that the
exchange of knowledge is important for
the individual and collective growth of
both these students and the educational
institution itself.
This dialogic game is present in
several statements that we will show below
found in various categories about the
contributions of SERTA's methodological
proposal for life projects. In the statements
grouped in the Methodology category (14),
we notice that SERTA's methodological
proposal (PEADS) appears in an
expressive way with possible development
paths. We have as a representative example
of this category: “SERTA's methodology,
the PEADS, presupposes transformation.
We research, equip ourselves with content
and transform our everyday spaces”. As in
this example, other utterances by the
students indicated changes and innovations
acquired based on content worked on in the
SERTA methodology. They also dialogued
with voices that aim at the protagonism of
the subject and his life story, and showed
that through the methodology they found
possibilities to learn to live in the
countryside in a sustainable way, through
applied practices and technologies.
In the Agroecology (10) category, the
statements highlighted the potentialization
of new technologies and techniques for
agroecological practices. The contact with
farmers in the communities, the
apprehension of sustainable methods and
the possibility of understanding and
exercising agroecology to improve the
quality of life and with possibilities for
transforming the community are proposals
present in the methodology that dialogue
with the statements of Rural Education. As
a counter-hegemonic proposal for the
countryside, the vision of alternative
technologies goes in the opposite direction
to the hegemony of capital. As an example
of this category we have: “With the
practice of alternative technologies for the
countryside”.
The statements pointed to a
credibility in relation to the practices
experienced in SERTA, through the
apprehension of sustainable methods and
the possibility of understanding and
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
20
exercising Agroecology as a way of
enhancing existing practices and the
possibility of implementing others. Thus,
the methodology appears in the statements
as opening possible paths that contribute to
the improvement of the quality of life and
to the realization of the students' life
projects, favoring new meanings to their
territories, related to the agroecological
transition.
The category Daily life peasant (8)
comes from statements that indicated a
change in the students' view of the
countryside, the land, the environment, and
takes the existing social voices in the
countryside, which appear in the spaces
and practices of SERTA, as a fundamental
element of the connections between
subjects and nature. The statements
dialogued with voices that defend the
importance of a greater approximation and
integration of the subject with the
environment in which they live so that,
from this relationship, they can learn from
nature, understand and respect it, wherever
and whenever it is wherever you are. An
exemplary statement for this category can
be seen in: “Helping me to look at the
countryside with the eyes of the beholder,
that is, that I can understand and learn from
it no matter where I am”. These statements
in the category dialogue with voices loaded
with meanings that favor a sense of
belonging to the countryside, a central
aspect in a life project for living in/from
the countryside.
The statements in the Systematization
category (6) were organized from a
common link: the sense that the
methodology would favor the
implementation and transformation of life
projects throughout the course,
encompassing multiple systematizations.
We have as an example in this category:
“Everything I'm learning in the process is
contributing to the reconstruction and
realization of my life project, from the
worldview to alternative technologies”
The Shares category (5) was
composed of statements that indicated the
importance of exchanging knowledge and
experiences lived in SERTA for the
construction of life projects and also
highlighted the importance of the
methodology for providing the exchange of
knowledge, the exchange of knowledge
and give students the opportunity to
discover new perspectives and ways of life
that are consistent with their reality. In the
example below, we can highlight these
points: “In the exchange of knowledge, we
are building - and with the lived
experiences, new possibilities open up -
perspectives that make us discover ways of
life more consistent with life itself. In this
sense, the SERTA methodology helps us to
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
21
search within ourselves for the answers to
our projects. For me here is the
difference”. We infer that the emphasis on
the “exchange of knowledge” together with
the protagonism (“within ourselves”) with
which it dialogues seem to be the driving
forces, for this student, of the methodology
on his life project. The dialogic network
that connects to the voices of Rural
Education is also interesting in these
arguments. The word "sharing" that names
the group was chosen because of the
emphasis given by the enunciating students
to social voices about "knowledge
exchange", sharing of knowledge with the
protagonists of the subjects, by attributing
these values to the SERTA methodology,
impacting on life projects.
In the Integration category (4), the
statements bring the possibility of
expanding new technologies for agriculture
and a closer relationship between the
countryside and the city, as an alternative
solution to the many problems faced,
whether in rural or urban areas. Example:
“Through PEADS and the integration of
countryside and city”. We understand that
these statements highlight that the dialogue
between countryside and city, for their life
projects, is favored in the PEADS
methodology. Considering the diversity of
subjects in this class that we analyzed, not
restricted to students living in the
countryside, it seems to be relevant to
identify this mark of diversity in the
Integration category. In it, the statements
about the methodology indicate that the
PEADS favored life projects not
constrained by excluding meanings,
markers of ruralities or urbanities, but
capable of producing meanings in multiple
territories and their specifications, with an
integrated look at the countryside-city
relationship.
The Agroecological Transition
category (3) brings statements that pointed
to the possibility of transformation and a
greater interrelationship of subjects with
the environment in which they live, and
with the social other, whether in the
institution or outside it, in the established
relationships. For example: “By providing
social technologies to implement the
agroecological transition to the
countryside, connecting with people and
expertise”. We understand that this
exemplified statement, like the other two in
the category, reinforce the importance of
the knowledge learned in the exchange of
knowledge, through the appropriation of
fundamental technologies for the
agroecological transition. The field of
possibilities opened up by the knowledge
of social technologies was, in the case of
these statements, a condition for life
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
22
projects to be concretely implemented in
the agroecological transition process.
In the Autonomy category (2), we
present the statements that point to
contributions of the methodology to the
autonomy and strengthening of self-
knowledge as a capable subject, and make
reference to possible transformations made
possible by the SERTA methodology, in
close dialogue with a key word of the
voice PEADS social: protagonism.
Example: "Showing us more and more that
we are capable"
The category Social Movements (2)
brings statements that point to the
possibility of greater engagement made
possible by the SERTA methodology, with
regard to life projects, by favoring greater
political awareness and greater
participation in social life, awakening a
critical eye about reality, in dialogue with
the voices of Rural Education and
Agroecology, at the same time, as in the
example: “Enabling a critical look, the
creation of networks, and community
engagement”.
Results
Among the main results found from
the dialogical analyses, based on the
students' statements we found that the
Educational Support Program for
Sustainable Development (PEADS),
created and experienced at SERTA, which
works with the Pedagogy of Alternation, is
assumed by students as a differentiated,
non-linear methodology, pointed out as a
possible way to transform spaces and the
reality experienced by each subject. The
students' statements dialogued with voices
that permeate the educational spaces of
SERTA, emphasizing that these spaces
extend into distinct and complementary
times, school time and community time.
This was considered an important aspect
for the construction of life projects, in the
students' statements.
According to the participants'
statements, in relation to question 3.1
Students' conceptions about life projects,
we realized that their life projects are
aligned with a planning of future actions,
and that the future will be designed based
on what is experienced based on present
conditions and from the reality of each
subject, as can be seen in the Planning
category with 18 participants, being the
most expressive. Some statements from the
Achievement category, with 11
participants, and from the Objectives
category, with 8 participants, allow us to
infer that life projects are seen as
objectives and goals drawn from individual
motivations, initially dispersed as dreams
and desires. With organization,
empowerment and realization of these
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
23
dreams, such goals are perceived by
students as the result of individual and
collective needs, in dialogue, throughout
life.
Many students emphasize that based
on the experiences and experiences made
possible by the SERTA course, the life
projects lead to significant changes, such
as the social voices found in the
Transformations category, in which the
statements point to an improvement in
people's quality of life and of the
community.
A necessary highlight concerns the
social voices gathered in the Agroecology
category, as it brings statements that
dialogue with the proposal for the
formation of the Technical Course that
defends Agroecology as a way out for a
sustainable life in the countryside and that
appears as a possibility for construction
and an opportunity for expansion of the
agroecological concept, based on the desire
to transition to a sustainable and more
balanced life in their territories, in which
subjects are protagonists in this process
and have the autonomy to make their
decisions. There are multiple social voices
that permeate these statements,
highlighting sometimes voices in clear
dialogue with Rural Education, sometimes
with Agroecology.
However in this category it is
important to emphasize mainly the social
voices in line with the PEADS proposal,
although no mention of SERTA's
methodological proposal was explicit in
the question, since the focus was on the
students' conception of life projects.
However, brought into context, the words
protagonism, autonomy, sustainability, as
dialogic marks, allow us to see the
polyphonic game present with voices
found in PEADS.
As perceived and analyzed in the
statements of question 3.2 Importance of
the Pedagogy of Alternation for life
projects, the category Possibilities of
Achievement is significantly presented in
the analysis, with 30 participants, who in
their statements point out these activities as
possibilities to put in practice all the
theoretical knowledge acquired during the
course at SERTA and the importance of
these experiences for the realization of
their Life Projects.
It is noticed that students, for
the most part, defend the Pedagogy of
Alternation as being directly responsible
for the realization and implementation of
their plans for the future, based on the
knowledge acquired and the sharing
provided in interactions, whether in ST
activities or in the activities of the CT.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
24
The importance of these experiences
and these sharing for the acquisition of
new knowledge, during the process, also
appeared significantly in the Learning
category, with 10 participants who
emphasized that practice makes it possible
to reframe knowledge and trace new paths
during the process, thus providing
opportunities , the connection with life
projects, considered essential for the
direction and implementation of these
actions, allowing access, skills training and
the acquisition of knowledge necessary for
the transition to a healthier life in the
countryside.
Another highlight was the
Transformations category with 8
participants, which relates the life projects
to the activities carried out. The
importance of the subjects' protagonism in
the idealization and execution of their life
projects was pointed out in the statements
as essential for the discoveries that are
relevant during the entire process of
construction and multiplication of this
knowledge.
Protagonism is a key term in
PEADS, a word imbued with constitutive
voices of the methodology, in action in the
educational practices of SERTA. We can
say that, with protagonism, PEADS aims
to implement life projects, since it is
essential for students to disseminate and
multiply what they learn in SERTA for
their territory, whether on their property or
in the community, leading the
transformation.
Based on the analysis of question 3.3
Contributions of SERTA's Methodological
Proposal for life projects, we found that
the statements of students in the
Methodology category (14) emphasized the
importance of the SERTA methodology,
PEADS, as a very expressive tool capable
of transforming the spaces and present
possible development paths for the
countryside and the city, thus contributing
to the projection of future goals and actions
in different territories.
The statements in the Agroecology
category (10) dialogue with voices that
circulate within the SERTA Institution and
defend Agroecology as a way to build a
better world. They refer to the idea that the
countryside is a place to live and cultivate,
as it provides a simple and sustainable life
and, consequently, leads to changes in
terms of quality of life, referring to voices
that defend Agroecology as a style and
philosophy of life, presenting a different
way of seeing and treating the soil and
consequently a greater respect and contact
with “mother earth”.
In the category Daily life peasant
(08), the statements dialogue with the
principles of Agroecology, because they
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
25
believe that a change in the way they look
at the countryside, the land, the
environment is possible, with SERTA's
voices being reflected in the statements
they attribute to PEADS, the fundamental
element for establishing connections
between subjects and nature. Thus, we
consider that there was a close dialogue,
with the potential for the production of
meanings by the subjects who experience
SERTA's practices, about their life
projects.
This dialogism encompassed
multiple voices that resonated with the
methodology of PEADS, Rural Education
and Agroecology, favoring personal and
collective transformation. The statements
analyzed indicate that SERTA contributes
to the autonomy of subjects, the production
of historical senses and meanings of
belonging to a social group or territory,
and the role of students in their lives,
favoring greater awareness and greater
engagement in social causes, leading to
possible transformations and opening up to
the realization of their life projects.
Final considerations
Our objective in carrying out this
research work was to understand how
SERTA's methodological proposal can
contribute to the construction of students'
Life Projects and, in addition, to analyze
the social voices that permeate this
educational space to understand how the
discourses produced by the students,
through their statements, are dialogically
linked to the historical-cultural context in
which they are inserted.
During this research work, the
various taken paths, led us to seize that it is
of great importance to understand that it
was through the dialogical relationship
between students, members of the
pedagogical team, teachers, that the
methodology applied in SERTA can
contribute to the construction of the
students' Life Projects, in an interaction in
which all parts seem to be dialogically
interconnected.
It is of fundamental importance to
understand that such dialogicity is in
motion and can only be built in a
relationship of participation and interaction
between students, the Institution, the
family and the community to which they
belong or relate.
In this way, we conclude that the
utterances of the subjects, students of
SERTA, are constructed in a space of
tension between personal experiences and
collective experiences, in which specific
personal constructions emerge, marked by
social voices. Enunciating, from this
perspective, is, therefore, assuming certain
discursive voices and, at the same time,
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
26
rejecting other voices that also resonate in
the utterance.
We can infer that the experienced
activities are perceived by students as
fundamental for the realization of their
Life Projects and favor of the collective
and individual transformation, as well as
the interaction between subjects, whether
in moments of immersion in the activities
of School Time in SERTA, or in moments
in community time (Community Time),
through the Pedagogy of Alternation. In
their statements, some discursive markings
allow us to highlight social voices from the
Pedagogy of Alternation and from PEADS,
which converge with the principles of
Rural Education.
According to the data analysis, we
understand that the (PEADS Program and
the Pedagogy of Alternation) enable the
protagonism of the subjects, highlight the
feeling of belonging to a social group.
They were fundamental for the
construction of a Life Project consistent
with the methodological proposal that was
experienced in SERTA.
Another highlighted and perceived
point as an important factor in the planning
and implementation of their life projects
was the motivation they presented to learn
more about Agroecology, research and
share the diverse knowledge that is learned
and experienced throughout the course.
These knowledge contribute to future
choices and projects, which involve the
construction of a more sustainable life in
the countryside, by providing these
subjects with the opportunity of listening
and individual and collective appreciation
throughout the entire educational process,
from the beginning of the first week of
immersion in the Technical Course in
Agroecology.
We also noticed, with a focus on the
statements provoked by the answers to the
questionnaire. The groecology was
perceived as a way out for a better life.
These voices are in line with SERTA's
proposal and seem to gain strength in the
students' experiences, in local practices in
which they resonate in the realization of
their life projects.
We also found that the meanings
attributed by the subjects to their life
projects dialogue with voices that circulate
in the space of the SERTA institution and
they are consonant with the non-linear
experienced methodology, the contents and
shared knowledge in this educational space
and in their alternating times, by recognize
the student as the builder of their history,
for valuing the practical, intuitive
knowledge, the diverse knowledge that
students bring, as well as recognizing that
such knowledge is important for the
individual and collective growth of these
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
27
students. They point to a possible path for
construction of the life projects of the
subjects who appropriate the lived
proposal, for the transformation of the
reality in which they live and for the
construction of social projects.
References
Arroyo, M. G., Caldart, R. S., & Molina,
M. C. (Orgs.). (2004). Por uma Educação
do Campo. Rio de Janeiro, RJ: Vozes.
Bakhtin, M. (V. N. Volochínov). (2004).
Marxismo e Filosofia da Linguagem. (11ª
Edição). São Paulo, SP: HUCITEC.
Barros, D. L. P., & Fiorin, J. L. (Orgs.).
(2003). Dialogismo, Polifonia e
Intertextualidade. São Paulo, SP: Editora
da Universidade de São Paulo – EDUSPE.
Bauman, Z. (1997). Modernidade Líquida.
Rio de Janeiro, RJ: Jorge Zahar Editora.
Bauman, Z. (2005). Vidas desperdiçadas.
Rio de Janeiro, RJ: Jorge Zahar Editora.
Café, A. et al. (2007). Juventude do
Campo e Educação: múltiplos olhares e
possibilidades. In Rangel, A. C. (Org.).
Políticas Públicas para a Juventude do
Campo na Amazônia: direito nosso, dever
do estado (s./p.). Belém, PA: [s.n.].
Caldart, R. (2004). A Escola do Campo em
movimento. In Arroyo, M. G., Caldart, R.
S., & Molina, M. C. (Orgs.). Por uma
Educação do Campo (s./p.). Petrópolis, RJ:
Vozes.
Dayrell, J. F. (1999). Juventude, Grupos de
Estilo e Identidade. Educação em Revista,
30, 25-39.
Dayrell, J. T., & Gomes, N. L. (2004). A
juventude no Brasil. Belo Horizonte, MG:
Mimeo.
Fernandes, B. M., & Molina, M. C. (2004).
O campo da Educação do Campo. In
Molina, M. C., & Jesus, M. S. (Orgs.). Por
Uma Educação do Campo: Contribuições
para a Construção de um Projeto de
Educação do campo (pp. 32-53). Brasília,
DF: Ministério do Desenvolvimento
Agrário.
Furlani, D. D., & Bonfim, Z. A. C. (2013).
Jovens de ambiente rural e urbano e sua
relação com projetos de vida. In Leite, J.
F., & Dimenstein, M. (Orgs.). Psicologia e
Contextos Rurais (pp. 117-142). Natal,
RN: Editora da UFRN – EDUFRN.
Moura, A. (2015). Uma Filosofia da
Educação do Campo que faz a diferença
para o Campo. Recife, PE: Editora Via
Design Publicações.
Oliveira Jr. O., & Prado, M. A. M. (2013).
________. In Leite, J. F., & Dimenstein,
M. (Orgs.). Psicologia e Contextos rurais
(pp. 57-88). Natal, RN: Editora da UFRN –
EDUFRN.
Santos, C. E. F., Paludo, C., & Oliveira, R.
B. C. (2010). Concepção de Educação do
Campo. In Taffarel, C. N. Z., Santos
Júnior, C. L., & Escobar, M. O. (Orgs.).
Cadernos didáticos sobre Educação no
Campo (s./p.). Salvador, BA: Universidade
Federal da Bahia.
Wanderley, M. N. B. (2013). Juventude
Rural: vida no campo e projetos para o
futuro. Recife, PE: Editora UFRPE.
i
We kept the acronym SERTA (Serviço de
Tecnologia Alternativa/Alternative Technology
Service) in the Portuguese language because there
is not a corresponding translation in the English
language.
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural education and life projects: A dialogical analysis of practices at SERTA
(Alternative Technology Service)...
Tocantinópolis/Brasil
v. 6
e10784
10.20873/uft.rbec.e10784
2021
ISSN: 2525-4863
28
ii
We kept the acronym PEADS (Programa
Educacional de Apoio ao Desenvolvimento
Sustentável/Educational Support Program for
Sustainable Development) in the Portuguese
language because there is not a corresponding
translation in the English language.
iii
In the dissertation, three moments were analyzed:
i) moment of researcher immersion, ii)
Documentary moment in which there are dialogic
analyzes of SERTA documents and iii) enunciative
moment, in which, through a questionnaire,
students more directly explain their voices.
Article Information
Received on October 18th, 2020
Accepted on April 09th, 2021
Published on August, 31th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Silva, N. A., & Peres, F. M. A. (2021). Social voices, rural
education and life projects: A dialogical analysis of
practices at SERTA
(Alternative Technology Service). Rev. Bras. Educ. Camp.,
6, e10784. http://dx.doi.org/10.20873/uft.rbec.e10784
ABNT
SILVA, N. A.; PERES, F. M. A. Social voices, rural
education and life projects: A dialogical analysis of
practices at SERTA
(Alternative Technology Service). Rev. Bras. Educ.
Camp., Tocantinópolis, v. 6, e10784, 2021.
http://dx.doi.org/10.20873/uft.rbec.e10784