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.e7292
Tocantinópolis/Brazil
v. 4
e7292
10.20873/uft.rbec.e7292
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
Alternation and its 50 years: a training possibility of
Countryside Education
Janinha Gerke
1
,
Silvanete Pereira dos Santos
2
1, 2
Universidade Federal do Espírito Santo - UFES. Departamento de Educação, Política e Sociedade (DEPS). Avenida
Fernando Ferrari, 514, Goiabeiras, Vitória - ES. Brasil.
Author for correspondence: professorajaninhaufes@gmail.com
ABSTRACT. This article presents the partial results of a
research about the main theoretical and practical aspects of the
alternation and its formative possibility in the education of the
countryside. It is based on the reflections of the Pedagogy of
Alternation and Field Education Working Group discussed at
the International Seminar held in October 2018. On the
occasion, the 50th anniversary of the Espírito Santo Promotional
Education Movement (MEPES), the pioneering organization in
Latin America, was celebrated, with the discussion on networks
of emancipatory cooperation in integral formation and
sustainable development. It makes theoretical interlocutions
with Gimonet (2002, 2007); Garcia-Marirrodriga (2002); Puig-
Calvó (2002); Caliari (2002); Molina (2010) and Antunes-Rocha
(2010). Methodologically, the study made use of a focus group
(Gatti, 2012), showing results regarding the importance of
alternation in the training of peasants, the relevance of Training
Centers for Alternation (CEFFAs) to strengthen family farming
and the organicity of the assumptions of training in alternation
with the Countryside Education Movement, especially regarding
the relationship with the demands for integral formation and
sustainability.
Keywords: Alternate Training, Countryside Education, Integral
Training and Sustainable Development.
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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Alternância e seus 50 anos: Uma possibilidade formativa
da Educação do Campo
RESUMO. Este artigo apresenta os resultados parciais de uma
pesquisa sobre os principais aspectos teórico-práticos da
alternância e sua potencialidade formativa na educação do
campo. Embasa-se nas reflexões do Grupo de Trabalho
Pedagogia da Alternância e Educação do Campo discutidas no
Seminário Internacional realizado em outubro de 2018. Na
ocasião, foram comemorados os 50 anos do Movimento de
Educação Promocional do Espírito Santo (Mepes), entidade
pioneira na formação por alternância na América Latina, com a
abordagem sobre as Redes de cooperação emancipatórias na
formação integral e desenvolvimento sustentável. Faz
interlocuções teóricas com Gimonet (2002, 2007), Garcia-
Marirrodriga (2002); Puig-Calvó (2002); Caliari (2002); Molina
(2010) e Antunes-Rocha (2010). Metodologicamente, o estudo
faz uso do grupo focal (Gatti, 2012) e evidencia resultados
atinentes à importância da alternância na formação dos
camponeses. Além disso, enfatiza a relevância dos Centros de
Formação por Alternância (CEFFAs) para o fortalecimento da
agricultura familiar e a organicidade dos pressupostos da
formação por alternância com o Movimento da Educação do
Campo, no que tange à relação com as pautas reivindicatórias de
formação integral e sustentabilidade.
Palavras-chave: Formação por Alternância, Educação do
Campo, Formação Integral e Desenvolvimento Sustentável.
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
Tocantinópolis/Brazil
v. 4
e7292
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2019
ISSN: 2525-4863
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La Alternancia y sus 50 años: Una posibilidad de la
formación en la Educación Campesina
RESUMEN. Este artículo presenta los resultados parciales de
una investigación sobre los principales aspectos teóricos y
prácticos de la alternancia y su capacidad formativa en la
educación del campo. Se basa en las reflexiones que se
produjeron en el Grupo de trabajo Pedagogía de la alternancia y
la educación del Campo discutido en el Seminario internacional
celebrado en octubre de 2018. En la ocasión, se celebró la
conmemoración del 50º aniversario del Movimiento de
Educación Promocional de Espírito Santo (Mepes), una
organización pionera en la formación por alternancia en
América Latina, con el debate sobre las redes de cooperación
emancipadora en formación integral y desarrollo sostenible.
Haces interlocuciones teóricas con Gimonet (2002, 2007);
Garcia-Marirrodriga (2002); Puig-Calvó (2002); Caliari (2002);
Molina (2010) y Antunes-Rocha (2010). Metodológicamente, el
estudio utiliza el grupo focal (Gatti, 2012), que muestra
resultados sobre la importancia de la alternancia en la formación
de campesinos. Además, enfatiza la relevancia de los Centros de
Capacitación para la Alternancia (CEFFA) para fortalecer la
agricultura familiar y la organicidad de los supuestos de la
formación por alternancia con el Movimiento de Educación del
Campo, especialmente con respecto a la relación con las
demandas de formación integral y sostenibilidad.
Palabras clave: Formación por Alternancia, Educación del
Campo, Formación Integral y Desarrollo Sostenible.
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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Introduction
In October 2018, the Espírito Santo
Promotional Education Movement
(MEPES) held an international seminar in
commemoration of its 50 years of work.
MEPES is a non-profit institution, which
was created in 1968, located in Anchieta,
Espírito Santo, with the objective of fully
promoting the individual in the areas of
health, education and community action.
Among the educational initiatives, the
pioneering work with the Alternation
System of Education stands out, through
the creation of the first Agricultural Family
School in Olivânia, a rural community in
Anchieta-ES, which, in turn, constitutes a
milestone for the Alternation System of
Education in Latin America.
The event was attended by
institutions (networks) that work with
education through alternation in several
Brazilian states, such as: Espírito Santo,
Bahia, Minas Gerais, Rio de Janeiro, Rio
Grande do Sul, Maranhão, Rondonia, Pará,
Amapá , Piaui. At the international level,
countries such as Angola, Mozambique,
Cameroon, Spain, Portugal, Italy,
Honduras, Guatemala, Peru, Canada,
Uruguay and Argentina.
The seminar addressed the theme of
emancipatory cooperation networks in
integrated education and sustainable
development, discussed in seven thematic
groups: I- Families and associative
participation; II- the Alternation system of
Education and rural education; III-
Integrated education; IV- Sustainable
development, supporting economy and
agroecology; V- Integrative health
practices; VI- Financing and public
policies; VII- Recollections and images of
the 50 years of Mepes.
The discussions in Working Group II
utilized the ongoing research on the main
theoretical and practical aspects of
alternation and its creative solutions in the
field of rural education. We sought to
reflect on the traditional path and on the
challenges and possible improvements
related to the theme.
From this perspective, the group's
objective was to bring together individuals
with different educational experiences with
alternation, to debate the topic of The
Educational System of Alternation and
Rural Education; The assumption is that
this type of training is theoretically,
practically and methodologically possible
which has been adopted by the National
Movement of Rural Education as
educational practice for rural populations.
Moreover, this text brings together
some of the contributions of the discussion
groups with the bibliographical research on
the Alternation system of Education and
rural education, set up at the research stage
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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at the Federal University of Espírito Santo.
To this end, it initially places the creation
of alternation in the context of its 50 years;
Then, it addresses the main theoretical,
practical and methodological aspects
linked to the commitments of integrated
education and sustainability; Finally, it
establishes the relationship between
alternation and rural education, in
conjunction with the issues brought up in
the seminar, whose challenges,
contributions and proposals may signal the
strengthening and / or the invention and
reinvention of the practice in question in
different contexts.
Contextualizing Mepes and its practice
through Education through Alternation
The creation of education through
alternation has its foundation in Brazil in
1968, in the city of Anchieta, Espírito
Santo, on the initiative of Father Humberto
Pietrogrande in conjunction with
organized farmers and political leaders.
Since then, the Espírito Santo Promotional
Education Movement and the first Family
Farming Schools (EFAs) in Olivânia,
Alfredo Chaves and Rio Novo do Sul were
founded.
The motives that drove its creation in
Brazil are similar to European motives.
According to Silva (2010), they had a
direct relationship with the following
factors: the absence of educational
processes in the countryside; the
agricultural economy based on subsistence
production; the lack of technical
knowledge for environmental conservation
and preservation; the rapid process of
deforestation; the intensive use of
pesticides; the low use of conservation
practices in fertile areas; the predominance
of monoculture; the migratory stream that
forced out farmers, especially young
people, from the countryside due to the
lack of opportunities and precarious
working conditions. In addition to this, the
cultural prejudice towards the rural
populations and the advance of urban
capitalism. As Caliari (2002) states:
... the use of the Alternation System of
Education in Espírito Santo came up
against a development project
implemented by the post 1964 Techno-
Military State. The proposals for the
agricultural sector foresaw their
integration into the development and
expansion of international capitalism
by incorporating the concepts of the
“Green Revolution” with regard to
chemiculture and monoculture
production for export. The model
followed the logic of rejecting the
“cultural and technological
backwardness” of the countryside,
maintained by a traditional mentality,
employing inefficient and rudimentary
agricultural techniques in the face of
new agricultural technical standards.
(Caliari, 2002, p. 86).
Therefore, education through
alternation was born from the concerns of
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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religious and political leaders that
mobilized the farmers for a chance to
provide young people with training and
their integration into their work. Therefore,
it is configured through practice that
breaks with the logic instituted by the
capitalist hegemonic model and institutes
resistance as a propeller for creative
solutions and permanence in the
countryside.
Currently, MEPES brings together
18 schools of alternation, with the offer of
elementary and vocational high schools, in
the southern regions, Serrana and northern
regions of the state of Espírito Santo, in the
following municipalities: Anchieta,
Alfredo Chaves, Rio Novo do Sul,
Cachoeiro, Mimoso, Castle, Ibitirama,
Santa Maria de Jetibá, Marilandia, Bananal
River, Jaguaré, Sao Gabriel da Palha, Sao
Mateus, New Venecia, Boa Esperança,
Pinheiros e Montanha.
In the wake of its 50-year history, it
can be argued that MEPES has made a
major impact on the expansion of Family
Alternation Training Centers (CEFFAs),
reaching all parts of Brazil. Education
through alternation today produces a
diversity of educational experiences for the
Landless Workers Movement (MST), as
well as Rural Community Schools, Rural
Family Schools, Rural Family Homes,
Rural Education Degrees, among others.
All these experiences imply the
common struggle for public policies that
recognize the specific educational needs of
alternation, its pillars and, above all, its
maintenance through the general
population and the associative
management of the rural populations.
That said, over the years there has
been a transformation in the educational
proposition of alternation, instituted by
Jesuits and political leaders, being
appropriated and reinvented by rural
workers and educators in the National
Movement of Rural Education, which
produced a heterogeneous practice through
the historical and cultural diversity of its
people, by territorial occupation and by the
construction of assumptions based on
dialectical historical materialism.
Therefore, when thinking about
education through alternation in this
historical context, we seek to recognize
that the specificness produces the diversity
of knowledge and practices of the
Brazilian countryside and that because it is
made this way, enables the meeting with
human creativity.
Theoretical, practical and
methodological aspects of Education
through Alternation
Thinking about education through
alternation in rural education, as seen,
consists in putting in place a theoretical,
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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practical and methodological perspective
that, 50 years ago, in Brazil, and 84 in
France, emerged as a solution for
education of rural people, with connections
to their living and working conditions,
glimpsing other and new ways of living
and / or surviving in the countryside.
In this sense, alternation celebrates in
recent years its transgressive and
innovative potential in the educational
processes, expanding its practice from
elementary school to higher education,
particularly in the training of educator-
monitors and teachers of the countryside.
Among those potentials, sustainability and
integrated education, stand out as possible
horizons that transgress the perspective of
schooling, training for the labor market and
development in the stock of capital.
Thus, the theoretical discussions of
studies about education through alternation
(Puig-Calvó, 2002; Gimonet, 2007 &
Caliari 2002) consider sustainability and
integrated education as pillars that oppose
the market and competitive training of the
capitalist world, understanding it as
integral and integrated into the lives of the
people in education.
When we talk about integrated
education of the individual, emphasis
is placed on the contrast with
specific, strictly professional
education, where, depending on the
educational systems and programs,
one tries to train mechanical
specialists, farmers or electricians,
forgetting that there is a person, a
human being, a member of a society
at any given time, with a culture,
values, a family, a religion, a belief, a
determined and concrete socio-
economic situation. (Puig-Calvó,
2002, p. 130).
In view of the above, education
through alternation is configured as a time
and space of resistance and perseverance.
It arises from non-conformism and
restlessness in the search for an
educational process that reconciles the
learning of historically accumulated
knowledge to work, to their daily needs,
building in young people the sense of
belonging to their historical, cultural and
economic roots, produced in dealing with
the earth and the harvest of their fruits.
It is worth noting that, in the midst of
a 50-year-old Brazilian journey,
alternation, organized in the CEFFAS
movement, has been undertaking profound
reflections on new appropriations in the
face of: contemporary challenges of the
countryside’s professional diversity, of
rural and city relations, expansion of this
practice to other places and educational
age groups, which are not merely
characterized by the physical alternation of
territories (Antunes-Rocha et al., 2010 &
Molina, 2010), but by the commitment to
an education that transforms people and
society, with harsh criticism of the
capitalist paradigm of production.
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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It appears that alternation brings
together in its theoretical, practical and
methodological assumptions a concept that
materializes in its completeness, when
produced organically and articulated with
the pillars of CEFFA, namely: the
integrated education of the rural population
and the sustainable development of the
environment as objectives as well as
alternation and community association as
resources to achieve their goals.
As for its theoretical and practical
aspects, it is worth emphasizing that
alternation has gained a significant space
as a solution in the education of young
people from the countryside by the
diversity of their didactic-pedagogical
mediations (Gerke de Jesus, 2011).
However, it should be noted that
these fail to fulfill their function when they
become mere instruments of doing and / or
exercises to fulfill the workload intended
for partner, family, community or
professional time. In other words,
alternation does not really materialize if
the didactic-pedagogical mediations are
empty of reflection and, above all, of its
political purpose and transformative topics
and realities.
Therefore, what arises here is that
education through alternation takes place at
the meeting points of its objectives
(integrated training and sustainable
development) and its means (alternation as
a theoretical-practical-methodological
assumption), as well as in the association
of rural populations as protagonists of
processes.
Furthermore, alternation is
established as such when it effectively
produces the integration between its
theoretical assumptions and its didactic-
pedagogical mediations in the field of
practice, for example: the study plan, the
professional plan for the youth, the
internships, the observation sheets, the
journal, the accompanying notebook, visits
and study trips, and these must be used as
measures of the knowledge and practices
of the socio-family-professional
environment and of CEFFA and/or the
university.
From the perspective of the
theoretical, practical and methodological
debate, alternation in Brazil carries with it
the marks of educational practices guided
by the point of view of the generating
themes - the teaching from Freire that
seeks to establish the dialogic intertwining
between the areas and educational
disciplines within the reality of the
students.
Therefore, the generating theme is
the fuel of the syllabus, as subthemes also
derived from the reality of the students,
constituting as a starting point for the
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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investigation of their realities with
theoretical deepening areas/disciplines of
knowledge
In view of this, it can be argued that
the educational temporalities coined by
alternation enable different possibilities of
learning and teaching in the most diverse
contexts of the countryside and in the
different dimensions of individual, because
school is not the only place of learning, but
nor is it focal point of contempt.
In short, alternation corresponds to
the possible horizon of a new school that is
produced by means of its theoretical,
practical and methodological aspects, in
this way creating another educational
environment, led by the rural population -
among which teachers are not excluded,
spread through life stories, memories,
struggles and collective commitments, self-
organized, critical, reflective and
empowered by the historical knowledge of
humanity.
Alternation and Rural Education:
possible horizons
In accordance with the legislation for
rural education and the reflexive
productions of its people, it is understood
that alternation, as a creative solution for
the rural population, is imbued with a
transformative political nature. This is
because it is thought from the specificities
and diversities of the local context that
builds autonomy and vocal advocacy
among rural populations (Freire, 2002,
2006), with respect to the identities of the
people.
A daily attempt is made to establish
alternation with a relationship between the
particular/plural and universal knowledge,
as an interdisciplinary practice, searching
for movements by it stimulating the place
of knowledge production.
On this occasion, alternation
questions the positivist perspective, the
developmental policy that duplicates the
established order, devastating the
environment, placing in its discussions the
search for scientific knowledge that
establish the necessary relationship
between production and life, without the
elimination of class struggle (Caldart,
2009; Sa & Molina, 2010).
From this perspective, alternation is
born as a creative solution for rural
populations, with a view to work and
schooling procedures, but is not limited to
them. Therefore, it grows and develops as
a power that combines access for rural
people to the right to education, without
abandoning the militancy and the struggle
for topics that capture the possible utopia
of a human life.
Education through work, according
to the logic of alternation, aims to create a
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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dynamic integration in the education
process so that the spaces and times of
social, community and professional life are
brought closer to the spaces and times of
school and/or university. It brings certainty
to these spaces and times that the
conception of work as appropriation of the
individual to the world, to life and to the
transformations that thought and action
produce.
The spaces and times of education by
the nature of its dynamics are far from the
ways of taking power away from thinking
and acting, moving towards a new
paradigm that integrates life and education
to come together with rural education.
Alternation, according to Molina
(2010), is not just a training offer, but an
education with a view to transforming
realities. In the context of this discussion, it
is essential to record the contemporary
challenges regarding education through
alternation, attempting, amongst other
things, sustainability.
Although many fruits are harvested,
the rural economy, social and
environmental scenario demonstrates
serious problems that continue to challenge
the educational guidelines of rural
populations. In this context, the work
organized by Schneider, Ferreira and Alves
(2014) argues against the urgent need for
changes in the industrial and agricultural
production process. According to the
authors, the continental extension of the
Brazilian national territory is organized
from the diversity of peoples, occupations,
use of natural resources, which today
results in a wealth of knowledge and
action, and the challenge of thinking about
the different realities, ways of life, beyond
production, with clear definition of the
project that guides us and for which we
fight.
In this way, we agree with the
understanding of Garcia-Marirrodriga
(2002) and Caliari (2002), reaffirming in
the educational territories of alternation the
function of sustainable local development,
based on the paradigm that this takes place
in life, as an affirmation of the feeling of
belonging to the land, social, economic and
professional improvement of the
populations, valuing and respecting nature.
That is, education through alternation
integrated with the material nature of life
and for life with sustainability and
integrated education.
Therefore, alternation is an
educational solution to the materialization
of rural education. It is intertwined with
the assumptions of social movements and
the commitment to the production of a new
society (Silva, 2010; Antunes-Rocha et al.,
2010 & Molina, 2010), which today, more
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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than ever, is threatened by the setback of
achievements in recent years.
The point is celebratory but, above
all, it is confrontational. In this sense, the
reflections presented below are based on
the questions that generate discussions
promoted in the seminar's working groups
and reflect contributions that bring up
issues with the practice of education
through alternation, raise its weaknesses
and point out possibilities.
Emancipatory cooperation networks in
integrated education and sustainable
development: reflections for
strengthening Education through
Alternation
The issues pointed out here came
from certain questions, namely: has
education through alternation contributed
to associative management, integrated
education and sustainable development? In
what ways? What challenges are present in
the day to day of education through
alternation? What proposals are made in
education through alternation as
emancipatory strategies that contribute to
integrated education and the development
of the environment, in the face of
contemporary challenges?
These questions were addressed
through focus groups, which consisted of
people who had some connection with the
education through alternation: teachers
from the MEPES and other regional EFAs
in Brazil and representatives of the CEFFA
associations. In line with Gatti (2012),
research based on the focus group has the
possibility of contributing to an
understanding of any given reality from
different viewpoints.
Regarding the first question: has the
theme (the alternation system of education)
contributed to associative management,
integrated education and/or the
development of the environment? In what
ways? Focus group participants talked
about various elements within this theme.
The most repeated points were listed and
there was consensus among the
participants:
The alternation system of education
is a solution that contributes to
sustainable development and
integrated education; the alternation
system of education and rural
education are distinct and
complementary; alternation schools
make it possible to issue the student's
vision (thinking); the alternation
system of education is based on
associative management; critical and
reflexive education ... (Focus Group,
2018).
The group's first statement is that
alternation has the possibility of
contributing to the sustainable
development of the environment and to the
integrated education of the rural
population. On this topic, it should be
emphasized that it is in line with the
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
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2019
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theoretical contributions of alternation,
which reveal that the experience of the
alternation system of education has in its
essence two purposes. The first is “the
integrated education of the individual, the
education ..., the orientation and the socio-
professional input”. The second is the
"contribution to the development of the
territory ...". (Gimonet, 2007, p. 28-29).
The view of alternation of treating
education through the perspective of the
whole and the understanding of the
necessity of development of the
environment brings up the urgency of
thinking about the research itself, besides
drawing attention to the fact that the
student needs to be aware of the
surrounding issues at the local and global
levels through research.
When thinking about education in an
integrated perspective, the second point of
the first aspect highlighted by the focus
group, and having research as an inherent
tool to the production of knowledge,
education through alternation proposes an
inversion in the current hegemonic model
of teaching that prioritizes transmission to
the detriment of production. That is, the
teaching process must overcome the
clientelistic idea of consumption and
designate a process for knowledge
production. Knowing part of the idea of
building and not consuming. Therefore,
research is established as a guiding
element of learning.
The group's reflection on education
through alternation and rural education
recognizes the differences and similarities
between them. This is because they found
the political, social and transformative
commitment of the people and their
contexts, as well as in the link between
school with life and work. Such an
understanding corroborates the third point
highlighted by the focus group that
alternation schools motivate the student to
bring in his or her worldview.
For Gimonet (2007, p. 29), this
movement is based on the following
principles: “the work and the world of
production and its knowledge, the social
and economic, environmental and cultural
life of the places where it lives. A 'school'
with its activities, its cultures and its
knowledge”. For this reason, it is believed
to be an enhancing element of research as
an educational principle.
On the understanding that the
alternation system of education is based on
associative management, it is appropriate
to validate the understanding of associative
management, integrated education and
development of the environment for the
practice of alternation training in the
context of CEFFAs, as these ideas form the
pillars of CEFFA.
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According to Begnami (2006, p. 27),
"... association is one of the supports and is
classified as a way, a means, an
instrument". It has the role of maintainer
and manager, and “constitutes a laboratory
for learning cooperative and associative
principles for both young people and
families”. For Begnami, the association is
a permanent space for construction and
reflection on the development of the
environment.
The second pillar, the alternation
system of education, is one of the means
by which CEFFAs are challenged to build
paths to achieve their goals. So alternation
is the pedagogical option chosen to bring
the educational project into reality. It is
organized from the permanent discussion
of environment, practice and theory, based
on work as an educational principle at
different times (Begnami, 2006).
Regarding the last point of the focus
group's discussion, critical and reflexive
education, it affirms the understanding of
education through alternation that proposes
a specific method of knowledge formation
based on the methodology of action,
reflection and action from the perspective
of social transformation.
The knowledge that emerges from
the research methodology and the research
as an educational principle give new
significance to the reality based on the
theories and the relationship with other
spaces and subjects. It therefore
contributes to breaking the conventional
education structure of subservience.
This methodology reverses the
traditional logic that does not allow the
concept of the student’s daily life as a
space for the construction of academic
knowledge, since traditional teaching,
accustomed to denying any form of
manifestation of the working class, is
threatened by the idea of granting
academic status to the knowledge
emerging from rural people. Alternation
contributes to reversing this logic.
However, by taking research as an
educational principle, education through
alternation has presented a path that allows
the overcoming of the distance between the
student, the school and the production of
knowledge. The different educational
groups have the pedagogical intention of
establishing a continuous dialogue between
the school context and community, school
and student reality, as well as allowing the
construction of differing knowledge from
the relationship with the various people of
the educational framework.
Regarding the second research
question, which deals with the challenges
of the theme in its contribution to
associative management, integrated
education and/or development of the
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environment, the focus group participants
presented eleven challenges, which were
analysed in three blocks, organized as
follows: a) relations of CEFFAS, family
and community coverage; b) integrated
education and sustainable development;
and c) the relationship between education
and work.
Regarding the first block of the
second research question, the relationship
between CEFFAS, the families and the
community coverage, the group
mentioned, among other factors:
Absence of feeling of belonging of
some families to the work of
CEFFAS;
Family integrated in the education
and management processes of
CEFFAS;
Appreciation of the belonging of
those who fight for alternation;
Partnership: which partners and
which partnerships? Who are they?
What are they doing? What do they
stand for? How do they collaborate
with CEFFA?
Appreciation of cultures, diversity
and local knowledge. (Focus Group,
2018).
The absence of a sense of belonging
to CEFFA from some of the families
involved was one of the problems revealed.
Given this statement, some families have
distanced themselves from CEFFA
because they do not recognize themselves
as part of the school. In the alternation
proposition, the family is one of the
educational partners.
In the understanding of Gimonet
(2007, p. 137), CEFFAs are “family
institutions. They are based on the full
responsibility of families for their child's
structure and upbringing. The family thus
becomes the important place in the life of
someone using alternation.”
The author emphasizes that
alternation plays the role of building
mediations (Gimonet, 2007), providing and
provoking the student to live in different
spaces, whether in school, family or
community, diverse experiences. Thus,
building paths that make it possible for the
family to come closer to the school, so that
it can understand its role in the education
of students, is an inexcusable challenge to
be overcome in the process of education
through alternation, since in this project,
the land and family work is an integral part
of the curriculum.
From this perspective, families are
protagonists of their children's educational
actions, accompanying the activities in a
participatory and responsible manner,
favoring dialogue with the school. In the
study plan, they possess practical
knowledge of the local situation and are
responsible for keeping alive the tradition
of family work with their children and their
school, through speaking about common
knowledge, both in terms of culture and
technical matters.
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Another issue was the challenge of
involving families in the school
management process, by acting in the
association that is, in the alternation
process, responsible for maintaining the
institution regarding administrative,
financial and pedagogical management.
Membership in a CEFFA has the function
of:
...be a maintainer and manager of
CEFFA. That is, the association has
moral, legal, economic and
administrative responsibility. There
is truly no CEFFA if it is not based
on effective and autonomous
association with other public or
private powers. (Begnami, 2006, p.
27).
Thus, given the challenge, it can be
concluded that efforts need to be made to
build new relationships with students'
families, to strengthen ties between the
school and families, in order to help them
understand their role as a teacher. For this,
it is urgent to think about the families
present in the rural area, what are their
characteristics and desires, how these
families perceive the school and how they
can effectively contribute to CEFFA. This
leads to one of the challenges pointed out
by the group, which corresponds to the
appreciation of cultures, diversity and local
knowledge.
In this regard, the need to invest in
research that can identify local references
regarding the culture and diversity of the
countryside in the current context is
assimilated. Understanding the demands
inherent to these themes is relevant for
strengthening CEFFA's relationship with
the family. It is imperative to ask whether
the school has been able to keep up with
the new dynamics of the countryside and
its needs.
Regarding the second block, the
second research question, which is about
integrated education and sustainable
development, the group pointed out:
“recognition of local potential, association
and cooperation for sustainable
development-sustainable society”. (Focus
Group, 2018).
Regarding the recognition of local
potential, the assumption that alternation,
as pointed out by Zamberlan (1996), unites
practical wisdom and theory, deepens
everyday issues and values rural culture."
What is a priority in the Alternation
System of Education is the dignity of the
person as an individual and collective
subject". (Zamberlan, 1996, p. 13). The
whole of the person is taken into account
as an individual with history, because the
common life in a school seeks to overcome
individualism through work and group
experiences, as well as the guarantee of an
integrated education, through joint
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reflections and analysis of the reality that
surrounds the students.
It is noteworthy that education
through alternation contributes to the
construction of knowledge and the
development of pedagogical practices
aimed at social transformation. Thus, the
student develops the ability to formulate
problems, raise hypotheses and seek
answers. There is direct contact with the
object to be worked by observation and
research.
Seeking in Freire (1979, p. 19)
inspiration to understand the complex
reality experienced in this system of
education, when he states that “...
education is not a valid instrument if it
does not establish a dialectical relationship
with the context of society in which man is
rooted”, and therefore must offer
challenges to the student so that they can
read and interpret the context in which they
are put in in order to transform them.
Regarding the role of association and
cooperation for sustainable development
that can be triggered by the educational
process developed at CEFFA, it is worth
remembering that integrative alternation
plays a significant role in this construction,
because by integrating the two times,
school time and community time,
alternation establishes, in a dialectical
movement, the mobilization of a set of
factors, didactic-pedagogical mediations
and, above all, people. It is in this capacity
to mobilize people that the potential of
alternation contributes to sustainable
development.
It is understood that the advancement
of the countryside is present in the project
of society and development defended by
the social and trade union movements that
make up the rural education in Brazil and
is opposed to the hegemonic model of
development. The ruling class
development paradigm, which conceives of
the existence of large estates, is marked by
the emptying of the countryside through
rural exodus, rural negation, agribusiness
growth and expansion, production for
export, and extensive use of land. Pesticide
and the control of genetically manipulated
seeds, among other factors strongly
contested by social movements, regarding
the hegemonic capitalist view of access to
land.
In contrast to this idea, social
movements relocate the countryside in the
policy scenario, based on a development
model and a rural conception, as opposed
to the idea based on landlordism and
agribusiness. In this sense, Fernandes
(2008) defines the concept of the
countryside as a whole in which the
various dimensions of human existence are
developed. Therefore, part of a vision of
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territory as a space for the production of
life.
The development proposal for the
Brazilian countryside requires an
educational project in which the school is
one of the tools, which will enable its
materialization, which goes through the
notion discussed by Molina and Jesus
(2004), when they mention the
characteristics of the countryside from the
rural perspective, from which comes the
understanding of: polyculture over
monoculture; from heterogeneous
landscapes to homogeneity of landscapes;
the preservation of natural resources and
native species; family work as opposed to
depletion of natural resources, among other
factors.
Given the above, alternation
education can greatly contribute to the
sustainable development project of the
countryside, as it incorporates it into the
methodologies, curriculum, issues and
contradictions of the Brazilian agrarian
context, and put the production of
knowledge at the service of confronting
such contradictions - by training the
population to face them in the political and
educational scope, in the strength of their
communities, as well as in the national and
global level. Therefore, the different
educational age groups of alternation will
yield significant results if they can, in fact,
be integrative and materialize in the
educational practice of the different people
in the countryside.
Regarding the third block of the
second research question, alluding to the
relationship between education and work
in alternation, the group stated:
Maintenance of alternation and the
education by work for the world of
work, facing the current scenario;
Sustainable diversified vocational
training as a possibility for
sustainable development of the
environment. Rural education in a
changing field - we need to
understand what are the new
contexts, what are the diversities and
how does CEFFA stand in the face of
this new reality, how will it be made
and maintained. (Focus Group,
2018).
The concern about the relationship
between work and education in education
through alternation, pointed out by the
group, addresses the need to understand the
working world in the face of changes in
production relations in discussion with
education through alternation, prompting a
glimpse of work in this context.
To understand the role of alternation
in the relationship between education and
work, we use Gimonet's (2007)
contributions on the four purposes of
alternation, namely: the first - orientation -
the learner in contact with the socio-
professional means so that it guides them
in choosing a more focused profession;
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The second - adaptation to work - is a
means of guaranteeing the interrelationship
between theory and practice for a good
technical qualification, besides knowing
the necessary requirements for a specific
professional area; The third refers to
qualification and professional identity and
understands that the exercise of a
profession requires much more than the set
of theories provided in the curriculum of a
particular course. Direct contact with the
work of each professional area, according
to Gimonet (2007, p. 119), is necessary
beyond the theoretical apparatus, "... to
build a lasting professional identity". The
fourth purpose refers to the general
education or global education of the
person, referring to the process of
integrated education in which education is
more than schooling, since it must enable
the human being to produce itself as a
social subject. Thus, knowledge and
knowledge must be "... used as building
elements of humanity". (Silva, 2007, p.
51).
Understanding work as an
educational principle necessarily involves
understanding that it is also a way of
producing knowledge and the construction
of knowledge is the objective of the
educational field, therefore, the
responsibility of the school. By this logic,
it is necessary to overcome the
understanding that knowledge construction
takes place primarily through research
centers. About this issue, Demo (2002)
stresses the importance of dealing with it
also in basic education, understanding that
research is a technique that will enhance
learning.
Therefore, the value of the
relationship between work and education,
between theory and practice, is emphasized
in the process of investigation and
awareness of oneself and the reality in
which the individual is inserted. The need
to understand the student's context is a
starting point in the process of knowing, so
that the individual can establish
connections between their community, the
national and global context, perceive the
influence of different scenarios in the
construction and definition of their reality
of themselves, as a social subject.
Given the above, in rural education,
the relationship between education and
work as an educational principle speaks to
some of the fundamentals of alternation,
taking into account its origin and its
development, proposing: the concept of
school for the working class, which denies
in its essence the dualist school, that is, the
existence of a school of humanistic
education for the rich and a vocational
school for the poor, in order to maintain
their subordination to the dictates of
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capital, which fights for the establishment
of a single school of work based on
Gramsci (2001); the understanding of work
as an educational principle in the
educational organization of the school for
the rural working class; the conception of
education understood as omnilateral
human education (Frigotto, 2012); and
education through alternation as a
educational proposal for rural schools,
among other elements.
On the third research question, which
intends to know what the proposals about
emancipatory strategies are to increase the
contribution in the integrated education
and the development of the environment,
several possibilities were indicated. For a
didactic organization of speech analysis,
they were grouped into: a) CEFFAs and
rural education; b) the strengthening of the
alternation system of education; c) the
education of collective people.
Regarding the first grouping,
referring to the third research question, the
CEFFA and rural education, the following
proposals were suggested: “CEFFA and
the commitment to a new project for
society; continue the work of the
alternation system of education towards the
guarantee of the right of rural education in
the countryside”. (Focus Group, 2018).
Concern with the construction of a
new social order is present in the context
of the formation of CEFFAs, as Caldart
(2009) points out, since rural education
rejects the concept of education that does
not question the established order, in which
workers are out of the production process.
The author emphasizes that rural schooling
and its educational project aims at the
transformation of society, so that the
population can emancipate themselves,
overcoming the process of expropriation.
Given this reality, the members of
CEFFAS understand that it is necessary to
locate such centers and the alternation
system of education within the scope of the
right of rural workers to have access to a
school and to an educational project that is
relevant in the countryside and for the
people who live there in the construction
and production of knowledge.
Regarding the strengthening of the
alternation system of education, the
following proposals were established: “to
transform the experiences into productive
forces of the alternation system of
education and rural education; continually
fight for public policies for the recognition
of alternation education and its
maintenance ... ”. (Focus Group, 2018).
Regarding this topic, the group asserts that
it is necessary to reflect on the pedagogical
experience of the CEFFAS, in order to
transform them into causes that can
strengthen the alternation system of
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education and rural education. One issue
worth noting is the difference between
rural education and the education of the
countryside:
... arose at a certain time and in a
historical context and cannot be
understood in itself, or only from the
world of education or from the
theoretical parameters of education.
It is a real movement to combat the
status quo: practical movement, of
objective or practical purpose, of
practical tools, which expresses and
produces theoretical concepts,
criticism of certain views of
education, education policy, projects
of the countryside and the country,
but which are interpretations of
reality constructed in order to guide
concrete actions / struggles. (Caldart,
2009, p. 40).
The struggle for specific educational
systems that speak to rural needs can lead
to debate about the importance of
instituting CEFFAs in rural communities
and the alternation system of education as
proposals that fit the educational needs of
rural people, ie, it is not any school, any
educational system that may contribute to
the development of the countryside. For
this reason, fighting for the maintenance of
the rural population, family farming, the
sovereignty of food and the preservation of
species of fauna and flora is a tool of
resistance for the continuity of the lives of
people and the planet.
Therefore, guiding the field of public
policies to create laws, guidelines and
norms that help strengthen CEFFAs and
alternation may be one of the ways to
assist in the construction and
reconstruction of the Brazilian rural space.
Another increasingly relevant battle
is the expansion and publicity of
alternation. For this reason, a good strategy
may be to intensify the dialogue with
universities, institutions responsible for
teacher education, so that the modality of
the rural education and the alternation
system of education are included in the
course subjects.
Regarding the education of collective
peoples, point three of the third research
question, what is emphasized is the need to
build understanding of the collective in the
struggle for land and maintenance of the
rural population in the current
confrontation of the aggressive
development of agribusiness. So, we seek
in the theoretical foundations of the
alternation system of education elements
that help to understand the relevance of the
collective.
On this occasion, some points about
the common placement are listed, one of
the mediations of the alternation system of
education that presents the potential creator
of the idea of collectivity, by making
possible:
... sharing the gains gained,
discoveries and questions within the
group, all commonality makes each
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alternate “teacher” to his peers. Each
offers others materials to learn. It
gives him power through the
knowledge that they alone possess.
Each one can receive from others,
notions, technological, professional,
human reflections ... their learning is
also being stimulated by the
confrontation of ideas and the way of
analysis and synthesis that is being
operated. The pedagogical value of
shared and opposing experiences is
much stronger than those of
information accumulated in books or
given by the monitor during
“classes”. It is an education of
sharing and cooperation that works in
common, an education of action,
implication and accountability.
(Gimonet, 2007, p. 45).
Therefore, it can be noted that the
education of collective peoples appears in
the context of education through
alternation as an element linked to the
proposal of this kind of education, as well
as the rural education movement.
Moreover, it is essential to note that
forming the idea of collectives is
something that is born from the nature and
constitution of the rural population in
Brazil, marked in its begninning by the
expropriation of land.
The organization of collectives
appears in this context as a viable
alternative to the confrontation of agrarian
capital that, over the years, has expelled
the rural population from the rural space.
Final considerations
The research used was organized
through a reflection about the CEFFAs and
the alternation system of education from
the associative management, integrated
education, the alternation system of
education and the development of the
environment.
As partial results, the research
demonstrated the importance of the
alternation system of education and the
CEFFAs for the education of rural people,
the strengthening of rural agriculture, the
production of knowledge in and of the
countryside, for the education of collective
peoples and the recognition of the bond
between the assumptions of education
through alternation and the National Rural
Education Movement. This has contributed
to the latter choosing the alternation
system of education as an educational
solution for the rural population, giving
new significance in the wake of Brazilian
history.
The research subjects are clear that
the struggle of rural education for the
emancipation of workers has in the
research an educational principle, a
pedagogical support capable of enhancing
the educational process and contributing to
the education of self made intellectuals of
the working class. This education comes
from the insertion of the student in their
reality, the use of the dialectical method of
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knowledge production, the development of
critical capacity, questioning and
knowledge of the problems and potential
of a given reality.
From this perspective, education
through alternation is essential for the
materialization of this conception of
research and knowledge production. In
view of this, the discussions produced in
this research strengthen the idea that
alternation contributes and will contribute
to sustainable development, the
strengthening of rural agriculture and the
education of collective peoples,
overcoming the listed challenges, building
and rebuilding practice driving change for
life.
It is understood that the development
of the countryside is present in the project
of society and development defended by
the social and trade union movements that
make up the rural education movement in
Brazil, which is opposed to the hegemonic
model of development. However, the
understanding of alternation in the
integrative conception, in the assertive
practice of its theoretical and practical
elements may, in fact, favor and trigger
transformations in the school and in the
communities, when conceiving the
education from the perspective of human
emancipation.
Finally, it can be argued that
education through alternation is an
efficient educational system in deepening
the relationship between education and
work, as an educational principle and
enhancer of the sustainable development of
the countryside; that is if there is coherence
between all the components of education
and a close relationship between the
purposes, the objectives, the didactic-
pedagogical mediations and the
emancipatory intentionality of the
educational project.
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ISSN: 2525-4863
24
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Article Information
Received on July 29th, 2019
Accepted on Ocotber 29th, 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
Janinha Gerke
http://orcid.org//0000-0002-6903-8125
Silvanete Pereira dos Santos
http://orcid.org/0000-0001-9814-1781
How to cite this article
APA
Gerke, J., & Santos, S. P. (2019). Alternation and its 50
years: a training possibility of Countryside Education. Rev.
Bras. Educ. Camp., 4, e7292. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7292
ABNT
GERKE, J.; SANTOS, S. P. Alternation and its 50 years: a
training possibility of Countryside Education. Rev. Bras.
Educ. Camp., Tocantinópolis, v. 4, e7292, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7292
Gerke, J., & Santos, S. P. (2019). Alternation and its 50 years: a training possibility of Countryside Education...
Tocantinópolis/Brazil
v. 4
e7292
10.20873/uft.rbec.e7292
2019
ISSN: 2525-4863
25