Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e6954
Tocantinópolis/Brazil
v. 4
e6954
10.20873/uft.rbec.e6954
2019
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
History of Rural Education and Pedagogy of Alternation:
limits, challenges and possibilities in teacher training
i
Sebastião Silva Soares
1
,
Selva Guimarães
2
1
Universidade Federal do Tocantins - UFT. Curso de Educação do Campo. Avenida Juraídes de Sena Abreu, s/n, Setor
Buritizinho, Arraias - TO. Brasil.
2
Universidade Federal de Uberlândia - UFU / Universidade de Uberaba - UNIUBE.
Author for correspondence: sebastiaosilva@uft.edu.br
ABSTRACT. This article propose a reflection on the limits and
potentialities of the Alternation Pedagogy as an formative
device in the process of teaching and learning in teacher
education in the context of Countryside Education. We present a
brief historical rescue on the Alternation Pedagogy and its
integration in the curricula of the undergraduate courses in
Countryside Education implemented in Brazil, through the Call
for Selection n. 2/2012-Sesu/Setec/Secadi/MEC, of August 31
st
of that year. According to the narratives of teacher trainers of
two institutions contemplated by this public call in the Northern
region of Brazil, we verify conceptions, limits, potentialities and
future projections of Alternation Pedagogy.
Keywords: Alternation Pedagogy, Higher Education,
Countryside Education.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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2019
ISSN: 2525-4863
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Educação do Campo e a Pedagogia da Alternância: limites,
desafios e possibilidades na formação de professores
RESUMO. Este artigo propõe uma reflexão sobre os limites e
as potencialidades da Pedagogia da Alternância na formação de
professores no contexto da Educação do Campo. Apresentamos
um breve resgate histórico sobre a Pedagogia da Alternância e a
sua integração nos currículos dos cursos superiores de
Licenciatura em Educação do Campo implantados no Brasil, por
meio do Edital de Seleção n. 2/2012-Sesu/Setec/Secadi/MEC, de
31 de agosto daquele ano. Conforme narrativas de professores
formadores de duas instituições contempladas por essa chamada
pública na região Norte do Brasil, verificamos concepções,
limites, potencialidades e projeções futuras da Pedagogia da
Alternância.
Palavras-chave: Pedagogia da Alternância, Ensino Superior,
Educação do Campo.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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e6954
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2019
ISSN: 2525-4863
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Educación Rural y Pedagogía de la Alternancia: límites,
desafíos y posibilidades en la formación de profesores
RESUMEN. Este artículo proponer una reflexión sobre los
límites y las potencialidades de la Pedagogía de la Alternancia
en la formación de profesores en el contexto de la Educación
Rural. Presentamos un breve rescate histórico sobre la
Pedagogía de la Alternancia y su integración en los currículos de
los cursos superiores de Licenciatura en Educación Rural
implantados en Brasil, a través del Edicto de Selección n.
2/2012-Sesu/Setec/Secadi/MEC, del 31 de agosto de aquel año.
Conforme narrativas de profesores formadores das instituciones
contempladas por esa llamada pública en la región Norte de
Brasil, verificamos concepciones, límites, potencialidades y
proyecciones futuras de la Pedagogía de la Alternancia.
Palabras clave: Pedagogía de la Alternancia, Enseñanza
Superior, Educación Rural.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
Tocantinópolis/Brazil
v. 4
e6954
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2019
ISSN: 2525-4863
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Introduction
This study aims to analyze the limits
and potentialities of Alternation Pedagogy
in teacher education in the context of Rural
Education, since there is a need to
understand how Alternation Pedagogy has
been used in the countryside teacher
training courses in the Brazilian territory. It
is also noted that this study is the result of
data from a report of a doctoral research.
ii
The Alternation Pedagogy has its
origins in the French context of the
twentieth century in the Rural Family
Homes (RFHs) called Maisons Familiales
Rurales. During this time, a group of
peasants sought training alternatives for
their children to remain in the countryside.
According to the literature, the French
rural space experienced in the period
neglect with the lack of public investments,
caused by the First World War. In the case
of Brazil, specifically, the Alternation
Pedagogy initiatives in basic education
were implemented in the state of Espírito
Santo in 1969, through the Espírito Santo
Promotional Education Movement
(Espem), led by the Italian Jesuit
Humberto Pietogrande. Besides, the
Agricultural Family Schools (AFS) were
implemented.
For Nosella (2012) the initiative of
Mepes aimed at the social, cultural, and
economic promotion of rural people in the
state. Over the years, the proposal for
teaching by Alternation has gradually
expanded in several educational and school
contexts in the country, highlighting the
work developed by the Family Centers for
Alternation Training (FCATs). According
to Silva (2010), there are more than 270
experiences in national centers in
educational centers that adopt the
Alternation Pedagogy in educational
practices. For the author, the expansion of
these experiences allowed the formation of
the FCATs network, integrating the North,
Northeast, Southeast, Midwest and South
regions. Such initiative arose from the need
for the institutions to propose measures in
the search for methodologies in the context
of the Alternation Pedagogy, with a view
of overcoming the challenges experienced
for the permanence of men and women in
the countryside.
Ideas reinforce that Alternation, in
the relationship between time and space,
"allows an exchange of knowledge and
strengthening of family ties and the bond
of learners with their community".
(Carvalho & Sales, 2016, p. 183), although
it should be noted that, in each context,
there may be Alternation(s). It is also
possible to notice that the Alternation
assumes a legal recognition in the national
education system, mainly because it
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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proposes and recognizes the importance of
the rural education and the Alternation
Pedagogy as an essential element in the
formation of the peasantry, regarding the
integration between family, community,
and school (Passos & Melo, 2012).
Accordingly, such a proposal of the
Alternation Pedagogy “goes beyond the
walls of schools and the formalities of
institutions, happens as praxis,
simultaneously in school, family, and
community daily life”. (Carvalho, 2016, p.
21). Queiroz (2004, p. 104) argues that the
people of the countryside need an
education proposal that corresponds to
social needs, that is, that presents “a
synergy, an integration, an interpenetration
breaking with the theory and practice
dichotomy, abstract and concrete,
formalized knowledge and skills”.
According to Souza and Mendes
(2012), in the northern region of Brazil, the
state of Pará was the pioneer in the
implementation of the Alternation, with the
direct participation of the regional
association of Rural Family Homes (RFHs)
of Rio Grande do Sul. In Amazonas,
activities began in 1996 at the Rural
Family House of Boa Vista dos Ramos. In
the case of undergraduate courses,
Alternation began to be implemented in the
country with the Pedagogy of the Earth
courses developed in public higher
education institutions in partnership with
social movements, for example, the MST.
The first recorded experiences, according
to the literature in the context of Higher
Education, occurred in the south of the
country and later in Espírito Santo, Minas
Gerais, Bahia, and Mato Grosso.
Costa and Monteiro (2014) argue
that actions of the Federal University of
Minas Gerais (UFMG) were the basis for
the insertion of Alternation Pedagogy in
the Rural Education Bachelor Degree
courses through Selection Notice no.
2/2012 of the Secretariat of Higher
Education, the Secretariat of Professional
and Technological Education, the
Secretariat of Continuing Education,
Literacy, Diversity and Inclusion, and the
Ministry of Education
(Sesu/Setec/Secadi/MEC), of 31 August
2012. This legislation proposed to
strengthen courses in the teaching,
research, and extension of federal public
universities.
We highlight that the Alternation
Pedagogy allows educational institutions,
teachers, and students to create
mechanisms that bring teaching closer to
the reality of the community. In other
words, the actions established in the
context of the countryside, specifically
concerning Alternation Pedagogy, do not
refer to a “proposal that highlights social
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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exclusion and social deprivation, but it
affirms the sociocultural identity, which
values the significant cultural matrices for
the subjects and that highlights the social
trajectories as a source of learning”.
(Souza, 2012, p. 78).
In Alternation there is the
appreciation and recognition of the
countryside as a place of life, culture and
social identities, surpassing the historical
view of the rural area only as a space for
agricultural and agroindustrial production.
As an innovative pedagogical proposal in
Brazilian Higher Education, in the sense of
overcoming paradigms, we believe that the
Alternation Pedagogy breaks with the
model of teaching by mere transmission
(Freire, 2012), promoting more dialogic
and collaborative practices in the formation
of subjects. Thus, the educational proposal
of the Alternation Pedagogy expands the
dialogical and formative dimensions in/
from/to university and community
(Molina, 2015), with the direct
participation of social subjects in decision
making and valuation of knowledge of life,
culture, beliefs, and production of both
scientific and popular knowledge.
A brief history of Rural Education
To continue the discussions, we must
analyze the emergence of Rural Education
in Brazil, to understand how the
Alternation Pedagogy becomes a training
device in undergraduate courses for rural
people. Rural education is the result of the
struggle of the peasant workers for a
society project. In this case, "the
countryside is conceived as a space of life
and resistance, where peasants fight for
access to land and the opportunity to stay
there". (Viera & Silva-Junior, 2014, p. 33).
The Rural Education proposal emerges as a
public policy directed to the people of the
rural context not only as palliative
measures of the government but as a
territory of struggles, desires, and interests
of rights conquered by the peasantry and
social movements. The Rural Education
paradigm breaks with the Rural Education
model understood in rural areas as a
devaluation and decontextualized
mechanism of knowledge and identity of
the peasant population.
Fernandes and Molina (2004) state
that Rural Education has its origin in the
Brazilian landlord thinking, being a form
of political control over the land and the
people who live and work in it. For the
authors, the proposal of Rural Education
meets the logic of agrarian capitalism,
which conceives the countryside as a place
of backwardness, a space for economic
production and maintenance of urban life.
In contrast to this Rural Education project,
Rural Education emerges as a flag for the
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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struggle for land defense and equal rights,
especially access to public education of
social quality, designed and planned with
the direct participation of peasant subjects.
In this sense, Rural Education is
contained in the principles of the
agrarian paradigm, while Rural
Education is contained in the
principles of the agrarian capitalism
paradigm. Rural Education has been
built by peasant movements based on
the principle of autonomy of material
and immaterial territories. Rural
Education has been built by different
institutions based on the principles of
the paradigm of agrarian capitalism,
in which peasants are not
protagonists of the process, but
subordinate to the interests of capital.
(Fernandes, 2006, p. 09).
By analyzing the history of the Rural
Education project, some fundamental
events in the consolidation and valorization
of peasant life in the area of educational
policy are noticeable. In 1997, for instance,
the First National Encounter of Agrarian
Reform Educators (Enera) was held. The
Enera participants in 1997 presented
discussions and issues that marked the
rural sphere not as a place of agricultural
production and maintenance of urban
production, but of identities and
knowledge. This is because the educational
policy for rural peoples, traditionally
known as Rural Education, was a proposal
that experienced the strategic silencing of
public investments and the absence of the
protagonism of its subjects. Thus, the
Rural Education project dreamed and
desired by social movements is innovative
because it presents characteristics based on
the history of rural men and women and
their social needs (Arroyo & Fernandes,
1999).
In fact, Rural Education recognizes
the rural environment as a space/time
marked by knowledge, construction, and
affirmation of identities. The Rural
Education educational policy is not a
resource for strengthening the presence of
rural men and women for the benefit of
agricultural production directed at the
urban network and the orders of agrarian
capitalism, as well as the traditional ideas
of Rural Education as an extension of the
center urban and place of production. The
Rural Education paradigm proposes to
destroy the idea of Rural Education
(Santos, 2013), characterized as an
instrument of reproduction and
maintenance of the agrarian structure of
the landed elite. Molina and Antunes-
Rocha (2014, p. 28) affirm that it is
essential to understand Rural Education as
“a specific and differentiated education,
focused on the interests of rural life, based
on a conception of education as a human
formation and committed to a specific
strategy for producing life in the
countryside”.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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In 1998, after the reflections assumed
in the I Enera, the conference “For a Rural
Education” was held in Luziânia, Goiás,
whose main objective was the
strengthening of reflections and the
proposition in the creation of Operational
Guidelines for basic rural education in the
country (Kolling, Nery, & Molina, 1999).
In the same year 1998, Pronera was
created, which aims to strengthen
education in the areas of land reform by
stimulating, proposing, creating,
developing and coordinating educational
projects. Thus, Pronera and the National
Rural Education Guidelines, among other
movements that take place in the country,
promote important debates on formative
proposals that value the rural men and
women and their integral formation, in
addition to contributing to the training of
the teachers who work or operate within
the peasant territory.
Already in 2007, the Support
Program for Higher Education in Rural
Education Degree - Procampo
iii
was
created, through the Ministry of Education
and the Secretariat of Continuing
Education, Literacy, Diversity and
Inclusion (Secadi). For Santos e Silva
(2016, n./p.), Procampo reaffirms the need
to propose a public and social quality
education aimed at the rural people, since
"the school institution, the curricula, the
histories, identities, and memories of
educators were constantly disregarded” in
formulating policies for this audience.
Carvalho (2016, p. 19) mentions that
Procampo "is the result of demands made
by social movements in the final
documentary of the II National Conference
on Rural Education in 2014 and by the
effort of the Rural Education Working
Group led by Secadi in 2005”. For the
author, the program proposals present an
expanded perspective of education that
goes beyond the prescriptive dimensions of
the teaching and learning process,
integrating school and community.
In 2013, the National Rural
Education Program (Pronacampo) was
implemented by Decree no. 7,352 and
established through Ordinance no. 86, of
February 1, 2013, which aims to provide
technical support for the implementation of
the National Rural Education Policy based
on four axes of action: management and
pedagogical practices; educator training;
professional and technological education;
and infrastructure (Molina, 2015). On the
one hand, the expansion of the offer of
rural education courses in the country is
built on the experiences of other
government projects such as Procampo, in
addition to the integration of other
initiatives that foster rural education
policy.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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It is noted that one of Pronacampo's
significant gains concerns the expansion of
undergraduate courses in Rural Education
implemented in several Federal Higher
Education Institutions (IFES) through
public notices, in which 45 proposals were
approved in the national territory. It is
noteworthy that "the courses approved in
this notice would have three years of
specific resources for its implementation
and at least 120 vacancies per year for new
courses, and 60 vacancies for expansion of
existing courses". (Carvalho, 2016, p. 20).
Molina (2015), however, argues that
the aforementioned expansion in the
Brazilian territory needs more monitoring
and understanding of the actions taken,
particularly in the political, pedagogical,
methodological aspects of the Alternation
Pedagogy, financial and structural. This is
because most of the institutions selected by
selection notice no. 2/2012-Sesu/Setec/
Secadi/MEC offers courses with diverse
qualifications in the areas of Humanities,
Exact Sciences, Nature and Biological
Sciences, Languages and Arts. However,
they do not present, in history, actions
related to Rural Education, as well as the
formation of human resources.
Linked to this, the fact that the Rural
Education is a genuine policy of the rural
people makes, in the context of practice,
materialized according to the
understanding and intention of the
subjects, that is, beyond the pedagogical
issues and formation of forces of
governmental actions in favor of economic
demands. At this previous point, there is a
need to understand public policies as
discursive and historical artifacts, since
propositions established in educational
legislations are loaded with intentions and
meanings.
Thus, we find that the Rural
Education has a historical perspective of
struggles and resistance, especially in the
field of educational policies, in which the
rural people were remembered in the past
only as subjects without the knowledge
and that they did not need social quality
training to act in social relations. Through
the above type of education, the people of
the countryside are inserted and valued in
the various social contexts as subjects of
law and cultural recognition.
In the matrix of origin, the Rural
Education aims at the construction of a
counter-hegemonic project of the rural
peoples. This is to build a society in which
the countryside is a living space and good
for all, with no interest in class domination
(Santos 2013). Rural Education aims to
overcome the dual standard of education,
recognizing the rural territory, cultures,
popular knowledge, as domains of life
production and affirmation of identities.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
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Moreover, an emancipatory flag against
capitalist logic, which is unaware of the
sociocultural dimensions of peasant reality
and the heterogeneity of the countryside
and social subjects.
Research methodology
Based on the purpose of this work,
we use the principles of narrative research
in education (Jovchelovitch and Bauer,
2010), in which four teachers were part of
the research - three women and one man -
from two institutions in the North - Brazil,
which were contemplated by selection
notice no. 2/2012-Sesu/Setec/Secadi/
MEC. The criterion for selecting
institutions was due to the strong
investment of the Brazilian federal
government in the implementation of
Bachelor Degrees in Rural Education in
the North of Brazil, which when compared
to other regions of the country, still suffers
from the lack of supply and improvements
in the conditions of the program public
education in Basic Education and Higher
Education. The following describes the
profile of the selected courses.
According to information available
in the Course Project of the first selected
institution, in the state of Rondônia, we
observe that the degree in Rural Education
with a degree in Natural Sciences and
Humanities and Social Sciences is the
result of the public call notice Sesu/Setec/
Secadi n. 2, August 31, 2012. The overall
objective of this course is to contribute to
the realization of social inclusion by
training teachers for the final years of
elementary and middle school, in line with
the specific socioeconomic and cultural
reality of peasant populations.
The justification for the creation of
the course starts from the analysis carried
out in the region of the institution, in which
it was possible to observe a lack of
teachers with the qualifications to be
offered in the course, particularly to meet
the specific realities of the countryside.
The target audience consists of settlers,
riverine people, farmers, quilombolas,
indigenous people, rubber tappers,
fishermen, among others. Thus, the degree
in Rural Education aims to enable teachers
to work in the disciplines of Science,
Chemistry, Physics, Biology, Sociology,
and Philosophy in Elementary and High
School.
According to the Pedagogical Project
of the Course, in the process of admission
of the course, 120 vacancies are available,
being 60 for natural sciences and 60 for
humanities. There is a workload of 3.900h,
divided into 3.200h focused on curricular
subjects, 400h for supervised teaching
internship, 200h of complementary
activities and 100h for thematic seminars.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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Course completion time is four years and a
maximum of five and a half years.
The methodological proposal of the
degree in Rural Education is based on the
Alternation Pedagogy organized in two
stages: the University Time (TU) and the
Community Time (TC).
iv
The course
works in the semi-boarding system, where
the TU has classes in the morning,
afternoon and evening shifts, while the TC
takes place in three weeks, with didactic
and practical activities.
Accordingly, the course curriculum
is made up of 40 curriculum components,
with an option for academics as a
complementary
v
curriculum component,
offered in the third semester. In the field of
teaching, research and extension, the
course should seek the development of
actions linked to other campus groups. The
same document spells out the co-
participation of social movements in
course management. Regarding the
teacher's pedagogical formation, it was
noticeable, in our analysis, that the two
qualifications start offering the subjects
included in the “Integrator Training
Center” from the 5th period Educational
Psychology, Brazilian Sign Language
(LIBRAS), Educational Legislation,
Didactics, Stage I, II and III, among others
are presented to students in the middle of
the course, according to the curriculum
matrix of each qualification.
The degree in Rural Education of the
second researched institution, in the state
of Tocantins, with training in the areas of
Visual Arts Music, was implemented from
the public call notice Sesu/Setec/Secadi n.
2, of August 31, 2012, as well as the other
42 courses implemented in the national
territory and approved through this
selection. The activities began in 2013,
with the arrival of the first teachers
approved in the public competition for the
course, being responsible for the
organization and pedagogical structuring.
At the academic level, the activities began
in April 2014, with the enrollment of 120
students divided into two groups of 60
students.
This course was created due to the
social and political engagement of a group
of teachers that aim to promote the defense
of the people of Campo in the institution
and in the region. The justification for such
qualifications in the rural education degree
is part of a study organized by the Rural
Education Observatory, which
demonstrated the lack of professionals
working in the schools of the countryside,
specifically in the areas of Arts and Music.
The researched course also aims to
offer a contextualized formation in the
areas of Arts and Music, which enables the
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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student to form a teaching identity,
committed to the culture, social struggles
and the Brazilian countryside. The
methodological structure is articulated with
the principles of Alternation Pedagogy,
understood in TU and TC: The activities of
TU and TC are carried out in January/
February and July/August, and during
systematic meetings in the interval of each
TU, part of the constituent of the
disciplines and the Integrating Seminar.
The curriculum of the course shows
that the formation of students in the TU
occurs during the school holidays, from
January and July, as the target audience is
lay teachers who work in the context of
schools in the other months of the year. For
this purpose, the curriculum was organized
in four distinct and interrelated nuclei
(Training, Common, Specific and
Complementary Activities), whose actions
are developed in the formation of students
in TU and TC. Also, the Course Project
contains conceptual dimensions of the
nuclei that dialogue with the Alternation
proposal, which values scientific
knowledge integrated with popular
knowledge, identities, and student
experiences. The course load of this degree
in Rural Education is 3.300h, divided into:
Basic Cycle Disciplines, with 1.155h;
Professional Cycle Courses, with 1.350h;
Complementary Training Courses, with
180h; Complementary Activities, with
210h; and Curricular Stages, with 405h.
The minimum completion time is eight
semesters and a maximum of 12.
Accordingly, the subjects that make up the
axis have a total workload of 795h,
distributed in 585 theoretical and 210h
practical.
The workload of subjects in the
pedagogical axis is, on average, 60 hours,
especially in Philosophy of Education,
Psychology of Education, General
Didactics and Assessment of Learning.
The subject of Pedagogical Practices of
Rural Education, an integral part of this
axis, presents in the curriculum a workload
greater than 75h. Besides, optional subjects
are offered, representing a total of 180
hours in student training.
Although the curricular structure of
the undergraduate research underlined that
internships should not be presented as
subjects in the pedagogical dimension,
they have a total workload of 405h. In the
case of integration between teaching,
research, and extension, it is exposed that
such activities are developed through study
plans, research, and academic work, with
visits to students and realization of
community dynamics that integrate the
participation of the university and the
community.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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Having described this, the teacher
trainers
vi
of the courses were selected
based on previous information about the
teachers entering the researched courses,
through the Rural Education Study and
Research Group of the Federal University
of Tocantins - Brazil, in addition to their
availability and acceptance. The interviews
were conducted through a semi-structured
script with the employees - they took place
from September to November 2017, in the
institutions where they work. In the
interview, we sought to register meanings,
meanings and conceptions that the trainers
attribute to the Alternation Pedagogy in
teacher education, based on the following
provocations:
1. How do you understand and
conceive the Alternation Pedagogy in
the Rural Education Degree?
2. How has the Alternation Pedagogy
developed in your pedagogical
practice?
3. What possibilities and limits
would you argue around this
approach for teachers in the initial
training course?
After collecting the narratives, we
employed the process of transcribing the
oral text to the written production,
according to the work guidelines with oral
sources (Guimarães, 2006). It must be said
that, to analyze the narratives, we employ
an interpretative-comprehensive analytical
reading (Souza, 2014) through units of
meaning against the results. The choice for
this approach is justified by the production
of narrative data of the study, as well as the
intersubjective valorization of teachers'
narratives. The assignment letter was
signed by the teachers at the time of the
interviews. Thus, the purpose of this work
was not to generalize the use of Alternation
at the university, but to map and record the
possibilities and limitations of the
implementation of this approach in teacher
education, especially in the current context
of the educational dismantling that the
country experiences, within the scope of
the education policy of teachers of Basic
and Higher Education.
Results and discussion
In this space, we will privilege the
teachers' narratives about the Alternation
Pedagogy in Higher Education. Teachers
are considered beginners because they
have less than five years of effective
exercise in university teaching (Soares &
Guimarães, 2017). The experiences
narrated by the teachers, in this moment of
their professional career, showed, in most
cases, the feeling of doubt, insecurity, and
lack of skill in the didactic and pedagogical
organization of the classroom. The
teachers graduated in different areas of
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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knowledge - Visual Arts, Music,
Agronomy, and Pedagogy of the Earth - in
which two are PhDs, one is a Master and
the teacher was pursuing a Master's degree
at the time of the interview. Regarding the
conceptions about the Alternation
Pedagogy, the collaborators stated, in
verbis:
I think the Alternation in Rural
Education is to understand that
academic life is not detached from
social life. It is to understand that
this person who is at university
has a life beyond the university -
she has family, takes care of
children, grandson (we have many
grandparents here in the course)
in a movement that has activities,
has a community where she can
make course relationships with
the community. The idea of
Alternation is intended to bring
life to the university and also to
bring the university to life.
(P01F).
Alternation, for me, is the act of
student learning in the classroom
and applying that knowledge to
their community. This is what I
have been trying to do, perhaps
because of my profile, which is
working with agriculture, with
natural resources. Perhaps this is
easier overall. (P02F).
I understand the Alternation
Pedagogy this way: it is a
differentiated proposal for
education, and I think it integrates
this knowledge into life. Just that
you understand this and can
perform with your peers is
complicated. Also because people
have this tendency, especially in
the rural of education, where they
follow the traditional line of
things, that model of traditional
and regular education that we
see. So, the Rural Education
courses will always be those that
come to the margins, questioning
the regular and traditional
system. That's the way I see it.
(P03F).
Regarding my understanding of
Alternation Pedagogy, I see that
after so many debates that we
participated and readings, I came
to the conclusion that Alternation
would be moments of the
university with the community,
where those students who are
from the community and
participate in the Academic life
demonstrates to their community
members what they have gained
not only from knowledge but from
practice and motivation to make
the necessary change in the
community. (P04M).
Given the narratives, the Alternation
Pedagogy is understood by the
collaborators in various angles of analysis.
For 01F, for example, the Alternation
methodology concerns the recognition of
the student as a social subject, which
presents in its formation a life story that
needs to be valued in institutional
pedagogical practices. The postulates of
01F differ from the ideas presented by 02F,
which comprises alternation in its practical
dimension. For the latter, such
methodology signals the practical
development of the knowledge learned in
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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the institutional space by the students,
particularly at the university.
Already in the conception of teacher
04M, there is the perception that the
Alternation Pedagogy is a movement in
which the student relates theory with
practice in the community. For 03F, the
Alternation Pedagogy integrates scientific
knowledge with the students' reality of life,
which, to a certain extent, relates to the
ideas of the 02F and 04M trainers.
However, 03F points out that such a
proposal has limitations in execution,
especially in the educational context,
which still has a traditional teaching
model.
For the collaborators of the research,
the Alternation Pedagogy is now
understood as a methodology that does not
only aim to transmit the theoretical
knowledge to the students, as they must
also be a source of application and change
of social reality. In other words, the “idea
of Alternation is intended to bring life to
the university and also to bring the
university to life", as stressed by 01F.
Carvalho (2016) points out that
teacher education, from the perspective of
Alternation, must be linked to socio-
formative content capable of contributing
to the development of a new societal,
productive and cultural base. For the
author, the formative project for Rural
Education, integrated with the Alternation
Pedagogy, must focus on the
transformation of society and the
emancipation of the subjects. For Passos
and Melo (2012, p. 244), the essence of
Alternation Pedagogy “is the dialogue
between systematized knowledge and
popular knowledge in which the student
and his reality are the central focus of the
teaching-learning process”.
We also understand that the
formative movement - in this case, for the
formation of teachers in Alternation
Pedagogy - must be conceived in the
dimension of critical praxis as human
activity, in which it surpasses the
perspective of technical rationality that, in
turn, aims only at the capital interests’ and
the formation of new labor for the labor
market (Veiga, 2009). Regarding the
development of Alternation Pedagogy in
teaching practices at the university and in
the community, the teachers stated that the
practices contribute to the ideals of
Alternation Pedagogy, particularly in the
articulation between university and
community, as mentioned by 02F:
For example, students today have
a soil formation class - what is
soil, how is soil formed, how
important is it, how does soil
change with land use. We see it in
the room, talk ... They already
know it generally in practice, but
they see the technicalities. And
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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then they do it in the community
time. (P02F).
For an analytical comparison, the
teachers pointed out that the beginning of
the activities of the Alternation Pedagogy
in the rural education degree in which they
operate had limitations in the organization
and execution, as narrated below:
An interesting thing here in the
course is that, before, it was being
one way; It is as if the Alternation
here was being done by discipline.
Now, this semester, we started to
change and gave a result that I
found very interesting, much
closer to the Alternation, the
things I read about, everything I
reflected and I see it should be.
Today, the practices have been
integrated with groups of three or
four teachers: each of them goes
to the communities and develops a
practice in an interdisciplinary
sense, thus proposing an
organization of an artistic or
cultural event with the students.
(P03F).
We were getting there and going
to the classroom of a community
school, "pouring content" and
back. At the moment, we are
starting to have an idea close to
this one, because we no longer
have the resources to go; With
that, we go once, doing an event,
together with the schools and the
community - today it sounds like
that kind of Alternation I think it
is. I don't know if that's right, but I
think so. (P04M).
According to P03F and P04M, the
Alternation Pedagogy, during the course
activities, gained new meanings and
conceptions, mainly to overcome the idea
that the Alternation refers to articulate the
transmission of knowledge in the
university and community, creating the
false idea of integrating the university with
the student community. Costa and
Monteiro (2014, p. 120) consider that the
integration of Alternation Pedagogy in the
evaluative-formative processes of students
in the rural education degree “involves a
rupture work with the dominant paradigm
in teaching and research, whose reality it is
the centrality in the articulation and debate
of scientific knowledge with other types of
knowledge”.
Given the teachers' narratives, it is
clear that the actions developed in the
present time, in the two courses of Rural
Education under analysis, have sought to
insert students as active subjects of the
formative process and agents of social
change through practices that integrate the
university with the community. However,
the 01F highlighted the difficulties
experienced in implementing the
Alternation Pedagogy in teaching practice:
I had a hard time developing
Alternation in this way, which is
six days of university time,
morning and afternoon classes,
ten hours a day, and one step a
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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month - that's four steps a
semester. It is a very short time
here and very short in the
community. Due to this short time
and the need to work knowledge
with students, I have difficulty
bringing life to university. It's
class all day: a period is five
hours of a subject, and even there
is difficulty in bringing the
university to life. What they take is
a lot of work. (P01F).
In this case, the 01F exemplifies the
methodological organization of the work
developed in the Alternation Pedagogy in
Higher Education, especially the
distribution of the workload. We found, in
the reflection of this teacher, important
elements that need to be analyzed by all
social subjects involved who develop such
a proposal in their pedagogical practices.
In addition to inserting in the curriculum a
formative methodology, such as the
Alternation Pedagogy, we understand that
it is essential to understand the possibilities
and limits of this proposal in the formative
matrix of a course.
This is because trainers will often
develop a pedagogical practice from their
professional experiences, showing
dilemmas or formative possibilities in
promoting students' learning. Moreover,
such educational actions can be a
curricular arena of conflicts and discursive
orders between social subjects (Macedo &
Lopes, 2002).
Another important issue is to
understand the historical, social and
cultural contexts in which these social
subjects are inserted, to develop actions
that contribute significantly to the human,
social and professional formation of
students.
This finding inevitably makes us
understand that the practices of Alternation
Pedagogy, in undergraduate courses,
cannot be thought only of the pedagogical
or methodological dimension; We believe
that a proposal like this is, rather, a
political action (Freire, 2012), should be
printed in the course projects.
Regarding the limitations of
Alternation Pedagogy in the courses in
question, the teachers mentioned that most
of the difficulties are related to the
understandings presented by the group of
teachers and students about Alternation.
Also, there are technical and didactic-
methodological and financial problems, as
narrated P01F and P02F:
It seems to me that there is no
time and that students cannot
experience the times. Classes
complain a lot because they have
a lot of work. In the course I
notice some difficulty in
community time, because it is
being disciplinary: each subject
has 30 hours of community time,
each teacher does the way they
think best. There is no planning
for all semester teachers for
community time, which is needed.
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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In fact, we are trying to put this to
the next PPC so that it is not a
disciplinary community time.
(P01F).
Regarding the possibilities and
the limits of this perspective in the
evaluative and formative
formation of the teacher, I
understand that what limits are
the financial resources,
punctually. And another issue is
that many teachers come from
universes that are very different
from the reality of students. So
before you have experience with
that - I think at least on your first
contact - you might get a little
lost. "What am I going to do?" - it
went something like this to me.
About the possibilities, I think it
contributes mainly to make this
relationship between the
classroom and daily life, see in
practice what is addressed in the
classroom. (P02F).
According to the teachers' narratives,
the Alternation Pedagogy, in the teaching
courses, has technical, logistical,
methodological, pedagogical and financial
limitations. Firstly, there is a lack of
pedagogical training of the faculty on the
methodology of the Alternation Pedagogy
in the teaching-learning process, as, as
indicated in the theoretical framework of
this text, the insertion of Alternation in
Higher Education in the country is recent.
In addition, most teachers did not present
at the time of research, knowledge and
professional experiences with Alternation
Pedagogy.
According to another narrative by
one of the collaborators, we find the belief
of many people about the teaching-learning
process considered valid only in the formal
spaces of educational institutions, as stated
by P03F: "I find it difficult for people to
understand Alternation and live it. Even for
those who come from this regular system
and enter the rural of education, they will
not have the breadth of vision to achieve.
Not everyone has it, and it's hard for you to
do this convincing exercise.” Another
interesting question refers to the teachers'
lack of knowledge about the reality in
which they will act, as pointed out by P02F
- that is, the ideas between the educators’
dialogue with each other.
This is also evidenced in the study by
Costa and Monteiro (2014, p. 123), for
whom “Alternation imposes challenges on
the trainers, especially when it comes to
establishing a dialogue between the
disciplines and the educational times".
Given the data, we believe that the teacher
must know the context in which he will
act, as well as the profile of the public that
will develop his teaching, particularly
when we conceive teaching as historical,
political, formative and sociocultural
action (Veiga, 2009).
Thus, the narratives express the
weaknesses of the courses on the
implementation of Alternation Pedagogy,
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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especially in the conceptual,
methodological and human and financial
resources dimensions. This may be
justified by the teachers' little professional
experience with the development of
Alternation Pedagogy in the teaching
countryside, since only one teacher
presented in her academic formation
course, direct experience with the
Alternation Pedagogy during the Earth
Pedagogy course. Although we recognize
the possibilities of Alternation in teacher
education, the research context has shown
that much progress must be made in
consolidating and identifying the
Alternation Pedagogy in teacher education,
especially when we think of innovative
actions that can contribute to the
improvement of teaching and emancipation
of the people of the countryside. We also
emphasize the need for teacher education
programs and policies within the scope of
Alternating Pedagogy, especially for
teachers who are beginning their teaching
career, a phase understood as a moment of
discovery, challenges and overcoming in
the professional development of teachers.
Final considerations
Given the above ideas, we consider
pertinent a holistic look at the practices
built within the Alternation Pedagogy in
the Rural Education courses, especially the
understanding of this formative perspective
for each workgroup and context. We noted
the need for teachers and institutions to
grasp the principles of the Alternation
Pedagogy as a formative methodology
integrated into the lives of the people
living in and in the countryside. It was
clear that the Alternation materialized in
the courses should value guidelines,
instruments, and practices that integrate the
university with society, that articulate
times, spaces and subjects in processes of
human and academic development.
We highlight the importance of
educational institutions to promote the
dialogue of traditional/popular knowledge
and scientific knowledge, not as opposite
or contradictory elements, but
interdependent of history, culture, and
people, in a multicultural and global
sphere. It is visible, the need for the
formation of collaborative spaces between
(institutions, teachers, students, and other
social subjects), intended for debate,
diagnosis, evaluation and permanent
reconstruction of the built practices.
More objectively, we emphasize the
need for further studies and research on the
Alternation Pedagogy in the academic
field, as it is still a scarce theme in the
Higher Education field, particularly in
times of uncertainty that plague
educational institutions, which in our view
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
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see, directly impacts the pedagogical
development and the conditions of
formation and work of the teachers.
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i
This text is an enlarged version of the book
chapter published in the “Avaliação do Ensino
Superior” Collection, published in 2018, by CRV.
The resulting work of data from a doctoral research.
ii
This article was carried out with the support of the
Coordenação de Aperfeiçoamento de Pessoal de
Nível Superior - Brazil (CAPES) - Financing Code
001.
iii
According to Santos e Silva (2016), Procampo's
first initiatives took place at the Federal University
of Minas Gerais (UFMG), the Federal University of
Bahia (UFBA), the Federal University of Sergipe
(UFS) and the Federal University of Brasília (UnB),
institutions that already had experiences in offering
courses related to Rural Education.
i
v
Alternation Pedagogy is understood as a
pedagogical instrument that guides and guides the
organization of the course in practical bases. It
consists of two stages: TU and TC.
v
For the students of the qualification in
Humanities and Social Sciences, the discipline
“Ethnosciences and Knowledge of the Earth” is
offered. For students with a degree in Natural
Sciences, the discipline “Geopolitics of Migration”
is available.
vi
In this research teachers were identified with
alphanumeric elements in order to preserve the
identity of the collaborating teachers and the
collaborating teacher of the study.
Article Information
Received on May 29th, 2019
Accepted on July 08th, 2019
Published on December, 19th, 2019
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.
Orcid
Sebastião Silva Soares
http://orcid.org/0000-0002-5572-014X
Selva Guimarães
http://orcid.org/0000-0002-8956-9564
How to cite this article
APA
Soares, S. S., & Guimarães, S. (2019). History of Rural
Education and Pedagogy of Alternation: limits, challenges
and possibilities in teacher training. Rev. Bras. Educ.
Camp., 4, e6954. DOI:
http://dx.doi.org/10.20873/uft.rbec.e6954
ABNT
SOARES, S. S.; GUIMARÃES, S. History of Rural
Education and Pedagogy of Alternation: limits, challenges
and possibilities in teacher training. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 4, e6954, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e6954
Soares, S. S., & Guimarães, S. (2019). History of Rural Education and Pedagogy of Alternation: limits, challenges and possibilities
in teacher training...
Tocantinópolis/Brazil
v. 4
e6954
10.20873/uft.rbec.e6954
2019
ISSN: 2525-4863
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