Revista Brasileira de Educação do Campo

Brazilian Journal of Rural Education

ARTIGO/ARTICLE/ARTÍCULO

DOI: http://dx.doi.org/10.20873/uft.rbec.e7978

RBEC

Tocantinópolis/Brasil

v. 5

e7978

10.20873/uft.rbec.e7978

2020

ISSN: 2525-4863

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

The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for

technical training in the microregion of Cametá

Fagner Freires de Sousa

, Josiele Pantoja de Andrade

, Elaine Vasconcelos Bezerra Alves

, Charles Alberto de Souza Alves

1, 3, 4

Instituto Federal de Educação, Ciência e Tecnologia do Pará - IFPA. Campus Cametá. Travessa Gentil Bittencourt, 1582,

Centro, Cametá - PA. Brasil.

Centro Integrado de Educação do Baixo Tocantins.

Author for correspondence: fagner.sousa@ifpa.edu.br

ABSTRACT. The article analyzes the challenges of

implementing pedagogical alternance in the process of training

students in the first classes of agricultural technician subsequent

course of the IFPA Campus Cametá. The work used data

obtained through documentary research about the proposal

alternance in that course and questionnaires with teachers and

students involved in the agricultural technician. It presents the

challenges, considering the particularities of faculty and

students, as well as the planning process and its various

dimensions, such as, the organization and training of teachers,

the formulation of the proposal alternance, the work dynamics

of disciplinary contents in the articulation between school time

and community time and the definition of evaluation criteria.

Finally, we highlight the challenging aspects that stood out most

throughout the development of the course of technicians in

agriculture and livestock and the possibilities of overcoming

proposed from the perspective of teachers and students.

Keywords: Pedagogical Alternance, Professional Training,

Rural Education, Agricultural Course.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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A implementação da alternância pedagógica no curso

técnico subsequente em Agropecuária: desafios para a

formação técnica na microrregião de Cametá

RESUMO. O artigo analisa os desafios da implementação da

alternância pedagógica no processo de formação de alunos das

primeiras turmas do curso subsequente de técnicos em

Agropecuária do IFPA Campus Cametá. O trabalho utilizou

dados obtidos por meio de pesquisa documental sobre a proposta

da alternância no referido curso e questionários com docentes e

discentes envolvidos do técnico em Agropecuária. Apresenta os

desafios, considerando as particularidades do corpo docente e

discente, bem como o processo de planejamento e suas diversas

dimensões, tais como, a organização e formação dos

professores, a formulação de proposta da alternância, a dinâmica

de trabalho dos conteúdos disciplinares na articulação entre

tempo-escola e tempo-comunidade e a definição de critérios de

avaliação. Por fim, destacamos os aspectos mais desafiadores ao

longo do desenvolvimento do curso de técnicos em agropecuária

e as possibilidades de sua superação a partir das perspectivas de

docentes e discentes.

Palavras-chave: Alternância Pedagógica, Formação

Profissional, Educação do Campo, Curso de Agropecuária.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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2020

ISSN: 2525-4863

La implementación de la alternancia pedagógica en el

curso Técnico Subsecuente en Agropecuaria: desafíos a la

formación técnica en la microrregión de Cametá

RESUMEN. El artículo analiza los desafíos de la

implementación de la alternancia pedagógica en proceso de

formación de los alumnos de las primeras clases del curso

técnico subsecuente en Agropecuaria del IFPA- Campus

Cametá. El trabajo utilizo datos obtenidos por medio de una

búsqueda documental de la propuesta de la alternancia además

de cuestionarios con docentes y estudiantes pertenecientes de la

referida clase pesquisada. Presentamos los desafíos,

considerando las particularidades de los envueltos, bien como el

proceso de planeamiento y sus diversas amplitud, tales como: la

organización y formación de los profesores; la elaboración de la

propuesta de la alternancia pedagógica; la dinámica del trabajo

de los contenidos en el tocante en la articulación entre el

cambios de los Tiempo Escuela - Tiempo Comunidad; y la

definición de los procedimientos de evaluación. Por lo fin,

destacamos los aspectos desafiantes que se destacaron al largo

del desarrollo del curso técnico subsecuente en Agropecuaria y

las posibilidades de superación según la perspectiva de los

docentes y los estudiantes.

Palabras clave: Alternancia Pedagógica, Formación

Profesional, Educación del Campo (campesina), Curso de

Agropecuária.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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Introduction

The present article discusses the

process of implementing pedagogical

alternance at Instituto Federal de

Educação, Ciência e Tecnologia do Pará –

IFPA, campus Cametá, based on the

experience of teachers and students from

the first classes (two) of the technical

course in agriculture subsequent to high

school, in the perspective of identifying the

challenges of the training process of

technicians through alternance.

The development of the research was

guided by the methodological contribution

of the research-action, in which the

researcher, for being part of the researched

environment, participates actively,

intervening in the process when he

observes the need of improvements of the

observed practice (Tripp, 2005). The

option for this methodology occurred

exactly for the active participation of the

researchers in the analyzed process as

members of the faculty who worked on the

training of the students of the technical

course in agriculture.

The contextualization of the

implementation of pedagogical alternance

in the agricultural technician course was

based on documentary analysis (Lüdke &

André, 1986). Thus, the Campus

Development Plan - PDC (IFPA, 2014),

the Pedagogical Course Project - PPC

(Sousa et al., 2016) were analyzed. The

minutes and reports of integrating meetings

realized by the course teachers and

instruments of time-community

orientation, which provided support to

historicize the process of implementing the

course.

We also used the semi-structured

questionnaire application (Beaud & Weber,

2007), using Google Forms, with 12

teachers and 36 students. These

questionnaires were divided into sections,

which were designed: i) to profile teachers

and students; ii) to understand how

teachers have related the activities of time-

school and time-community and the

evaluation process and whether students

agree with the methodologies used and

their main limitations regarding the

execution of time-community.

The objective of the teachers' profile

was to diagnose their areas of education

and academic and professional experience

in relation to pedagogical alternance.

Likewise, the survey of the student's

profile aimed at identifying their origins

and relationship with the rural

environment, as well as the knowledge in

relation to pedagogical alternance.

The application of the questionnaire

also sought to understand which

methodological tools were used by

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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teachers to conduct the time-community,

as well as to understand whether the

activities developed were considered in the

evaluation process of their subjects. To the

students the questions, in this sense, were

aimed to understand their agreement with

the methodology adopted by teachers, as

well as to diagnose the difficulties faced by

them to execution of the activities of time-

community.

The work is structured in four parts,

i.e., initially we present, in a succinct way,

the history of the creation of the IFPA

Campus in Cametá, state of Pará, and the

appearance of the technical course in

agriculture; in the sequence we describe

the profile with the characterization of the

teaching staff and students of the first

classes of the course; later we analyzed the

process of implementation of the

pedagogical alternation, including the

dimensions of planning, teaching and

student formation, subjects and evaluation

of activities; and in the final considerations

we made some reflections about the

challenges in the implementation of the

referred course in alternance.

History of the IFPA Campus Cametá

and the technical course in agriculture

through training in alternance

The Campus Cametá appears in 2014

in the third expansion of the IFPA, with the

objective of expanding the offer of

vacancies in professional and technological

education throughout the state of Pará.

From 2014 to 2015, the campus

management participated in meetings with

several institutions and civil society

representatives from the Cametá

Microregion, in order to define the

technological axes and priority courses to

be implemented in the Campus,

deliberating on Information and

Communication and Natural Resources. It

is worth noting that although the campus is

based in Cametá, its mission is to serve not

only the municipality that hosts it, but

more four others, namely: Baião, Limoeiro

do Ajurú, Mocajuba and Oeiras do Pará, all

located in the region of Baixo Tocantins

(Sousa et al., 2016).

The peculiar characteristics of the

region, consisting mainly of social actors

from the countryside and from the waters

with productive activities focused

predominantly on family agriculture,

especially to cultivation of cassava and

short cycle crops, in the production of

cocoa and black pepper and the extraction

of forest resources (especially açaí) and

fishing, enhance the supply of courses of

the Natural Resources axis, since Law 11.

892, of 29 December 2008, which

institutes the Federal Network, preconizes

that it is the mission of the Federal

Institutes to offer technical, humanistic and

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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social training, based on social demand and

regional peculiarities, as well as

strengthening local productive chains in

the region where the Campus is inserted

(Brazil, 2008).

In this perspective, the Initial and

Continued Training courses in Family

Farmer and Technical Assistant in

Agroecology were created at Campus

Cametá, initially in the year 2016. which

courses were realized in partnership with

the Casa Familiar Rural (CFR) of Cametá

and took place under pedagogical

alternance, serving young farmers and

children of farmers from Cametá, Oeiras

do Pará and Limoeiro do Ajuru.

In this sense, based on public

hearings and meetings held in the region

with representatives of the municipalities,

the Campus Cametá has adopted the

natural resources axis as a priority in

offering technical and technological

courses. Thus, in 2017 the technical course

in agriculture was created in the

subsequent modality, using pedagogical

alternance as a methodological

contribution.

The option for pedagogical

alternation, in these and other courses of

Natural Resources axis of the Campus

Cametá, presents itself as a political

movement, in the search to meet the

demand of social movements in the

countryside, understanding that the reality

of the region of the referred campus is

constituted by a population mostly rural

and lacking opportunities of formation that

dialogue with its real demands (Bento &

Sousa, 2017). It is important to emphasize

that the institution of pedagogical

alternance in professional training courses,

especially in the area of agricultural

sciences, presents itself as a way to

contrast the old agricultural education,

moving towards the construction of a

professional education in the field

(Marinho, 2016).

The teaching and learning

experiences based on pedagogical

alternation are tributaries of historical

clashes of social movements in the

countryside, critical to the model of

schooling that disregards the existential

conditions of the peasant. The experiences

of pedagogy of alternance, born in France

in 1935 and consolidated in Brazil in the

1960s, through the creation of Escolas

Familiares Agrícolas (EFA's) in the State

of Espírito Santo by the Movement of

Promotional Education of Espírito Santo

(Brazil, 2006). Subsequently, in the 1980s,

the Casas Familiares Rurais (CFR's) were

born in Alagoas, at that time without any

relation to EFA's (Silva, 2010).

These first experiences defended the

pedagogy of alternance, which consists of

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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a methodology of school teaching

organization that combines different

formative experiences distributed over

different times and spaces, with the

purpose a professional training (Teixeira et

al, 2008), which consider four pillars, that

are maintained in all regions, namely: end

pillars - the integral and personalized

formation (life project) and the

development of the environment (social,

economic, human, political,

environmental) and the means pillars - the

alternation (an appropriate methodology)

and the local Association (families,

professional institutions.) (Gowacki et al.,

2009).

However, other experiences have

been developed using the generic term

pedagogical alternance, due to the

adaptation of the principles of the

pedagogy of alternation to the diverse

contexts imposed by structural conditions

or other conditions inherent to the

institutions where they are developed

and/or regional conditions. Thus, the term

pedagogical alternance is adopted in this

article, since the conditions of execution at

IFPA Campus Cametá do not allow, at

least in this first moment, the execution of

the determining pillars of the Pedagogy of

alternance.

The adoption of pedagogical

alternance had as main objective the

adequate formation to the peasants, based

on a process that starts from the family,

professional and daily social experience, to

go towards the theory, the wisdoms of the

academic programs, which then returns to

the experiences and so on (Gimonet,

2007), in a movement that seeks the

integration between school-family, theory-

practice, work-education (Melo & Silva,

2012).

In that way, the methodology of

pedagogical alternance establishes an

expressive relationship between the three

educational agencies - family, community

and school. It proposes a teaching system

in which the student alternates periods of

learning in the family, in their own

environment, with periods at school, these

times being interconnected by means of

specific pedagogical instruments, by

association in a harmonious way, between

family and community. It is a pedagogical

action that aims to integral formation with

the professionalization (Brazil, 2006).

In this direction, the professional

formation that intended to be achieved

from the subsequent technical course in

Agriculture at Campus Cametá, seeks to

break with the reductionist approach of

conventional professional education,

assuming a systemic and multidisciplinary

perspective that provides an opportunity

the dialogue of knowledge, provided by the

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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2020

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various educational spaces adopted -

school, community, agricultural

establishment, family - and by the

integration of subjects during the formative

process. It is believed, thus, to provide a

more humanistic technical training process

capable of reflecting on the limits and

potentialities of agroecosystems and

intervening based on methodologies that

ensure active participation by farmers,

overcoming thus, the conventional

practices in rural areas action (Caporal,

2003).

Profile of teachers and students of the

first classes of the Technical Course in

Agriculture in pedagogical alternance

The analysis of the challenges to the

implementation of pedagogical alternance,

in the process of training agricultural

technicians, leads us to the need to know

who are the subjects involved in this

process, that is, the students who entered

the course and the teachers who worked in

subjects of the course.

Profile of teachers envolved in

implementation of the Technical course

in Agriculture

The teachers who worked on

implementation of the technical course in

agriculture and were recently civil servant

and many had no previous experience with

professional and technological teaching

and, much less, in model of alternance,

which present one of the central problems

of this process.

Twelve teachers participated in the

survey, which includes 75% of the teachers

directly involved in the execution of the

technical course in agriculture. It is

important to highlight the profile of these

teachers, to understand the context of

challenges in the implementation of the

course in alternance teaching at Campus

Cametá. Below (Graph 1) we present the

systematization of the teacher profile based

on the questionnaires applied.

Graph 1 - Percentage of teachers of subsequent Technical course in Agriculture of Campus Cametá, by initial training.

Source: Authors, 2017.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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Therefore, it is observed that the

predominant area of teacher training was

agronomy, followed by fishing

engineering/oceanography and pedagogy

(field education). It is noteworthy that the

teachers of education in the field are

responsible for the subject of time-

community, being the ones in charge of

mobilizing the teaching staff of the course

to carry out the planning and construction

of instrumental, which is the script of

development of activities, which will be

used by students in the time-community.

By the way, the position of teacher of

Basic, Technical and Technological

Education - EBTT in the field of education

was created by Campus Cametá,

exclusively to meet this particularity

assumed by it in natural resources courses.

Thus, it ocurred for the first time in the

history of the IFPA, the offer of a position

for teacher of Education in the Field,

which is considered an important step in

the institutionalization of education in the

field within the institute and in the

recognition of these professionals.

With regard to the time spent in

training teachers at undergraduate level, it

was found that more than 80% have less

than eight years of initial training in

bachelor's or master's degrees, although all

have at least the title of master. The

performance in education, in turn, was

something new for more than 50% of

teachers, who had less than one year and

the maximum four of teaching experience.

Below we present the time spent by

teachers in graph 2.

Graph 2 - Percentage with the time action of the teachers of the course.

Source: Authors, 2017

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

RBEC

Tocantinópolis/Brasil

v. 5

e7978

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2020

ISSN: 2525-4863

The main difficulty for the execution

of alternation is the lack of knowledge and

experience on the part of the teaching staff

about pedagogical alternation, once it is

75% of the teachers were unaware and

only one teacher who answered the

questionnaire had practical experience in

alternance teaching, as we can see in graph

3 below.

Graph 3 - Percentage of teacher on work of alternance training.

Source: Authors, 2017

Besides this, only field education

teachers knew the principles of alternation,

however, only theoretically, once their

previous professional experiences were as

pedagogical technicians in institutions that

did not adopt the alternance and/or did not

involve them in the process.

Although she did not answer the

questionnaire, it is also important to

highlight the contribution of the

Philosophy teacher, who is trained in field

education (human sciences), and therefore

has practical experience in pedagogical

alternance, and who contributed greatly in

the initial steps of the first classes of the

course, dissociating herself from the

process later as a result of appointment on

another IFPA campus.

Profile of students of the first classes of

the Technical course in Agriculture

The students of the first classes of

the subsequent technical course in

agricultural under pedagogical alternance

are mostly young people up to 25 years

old, but there is also a significant

participation of the public over this age

group (45%). In relation to gender, women

are the majority, that is, 56%, reflecting the

change that has occurred in the public

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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entering agrarian courses until recently,

with a majority presence of men.

Another important information is the

relationship of students with the rural area

obtained through data on the origin. The

graph below systematizes the relationship

of students with the field, regarding to the

place of residence.

Graph 4 - Percentage of students according to place of residence.

Source: Authors, 2017

For this we understand that the

relationship of students with the rural

environment does not occur simply

because of their place of residence, we

asked about their relationship linked to the

dimensions of education and work and

obtained as answers that 85% of students

admit to be involved with the rural

environment, while only 15% answered

did not to have a direct relationship with

the field, either because they do not live,

study or work in rural areas.

It is important to highlight that the

first classes of the technical course in

agriculture were formed soon after the

approval of the course´s operation, through

a two-stage selection process. The first

consisted in considering the grades of

Portuguese and Mathematics of the 3rd

year of high school or equivalent. The

second stage occurred through an interview

with the candidates about their life history

and perspectives in relation to the course,

because it is important in the selection

process to know the link of the candidates

with the reality of the field in the region of

Baixo Tocantins.

Although the profile of the class was

a little different from that idealized in the

construction of the PPC of the Course that

intended to reach mainly young and adults

people who lived and worked in the rural

area, 28% of the students rural

communities came from other teaching

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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experiences in alternance, mainly through

the Casa Familiar Rural de Cametá, these

being those who already knew the

alternance. The others, although they did

not know it, started the course and soon

after the first community time they

approved the methodology and, when the

questionnaire was applied (during the

socialization of the 2nd community time),

100% of the class considered alternance

teaching fundamental.

The first steps of the pedagogical

alternation in the Technical course in

Agriculture at IFPA campus Cametá:

planning and training

The first steps for the

implementation of pedagogical alternance

in the technical course in agriculture were

marked by a series of challenges, which

began at the time of construction of the

pedagogical project of the course with a

teaching staff that mostly did not know the

alternance. In the meantime, the

participation of the teacher S.T.N.S.,

degree in field education (human sciences)

and linked to the social movements of the

field in southeastern Pará, was

fundamental for the initial conduction of

the process, with a series of planning

meetings to make possible the integration

of the curricular components and adoption

of pedagogical practices that would enable

a formative process for students.

From these initial planning meetings,

there was a need for continuous training

for the teachers of the course to understand

the education of the field and the pedagogy

of alternance, since this pedagogical

proposal is not restricted to the technical

course in agriculture, but to all the courses

of the natural resources axis of IFPA

Cametá.

Thus, training were conducted with

the mediation of teachers S.T.N.S. and

A.M.S.B., who discussed the principles of

alternance with the teaching staff, but in

addition, configured moments of reflection

and debate, which contributed to the

implementation of the alternation in the

course and on campus.

Afterwards, the workshop "Pedagogy

of alternation as an articulating element of

the theoretical and practical relationship"

was realized for two days, which discussed

topics such as integration, planning and

evaluation in pedagogical alternance, based

on the experience of PRONERA Saberes

da Terra, developed by the Castanhal

campus in training of young farmers in the

technical course in agriculture.

The integration and planning

meetings are practiced in the course

conduction, since the integration of the

subjects during the time-community is

desired. However, the training workshops

were no longer carried out, due to the

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

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maturation of the teaching staff and the

learning provided by the practice.

However, in a planning meeting

realized at the beginning of 2018, as a

result of the entry of new teachers

approved in a public contest, there was a

need for continuous training to guarantee

the permanence of formative activities in

alternance.

In this sense, the teachers of

education of the field, at a later moment,

during a presentation of the definition of

alternation to the social body of the

campus in the III Pedagogical Week, in

2018, proposed the offer of a biannual

formation aimed at solving difficulties

identified by each teacher throughout the

semester.

However, it should be noted that the

continuous formation was not limited to

these moments, also guaranteed the

constant dialogue between all the teachers

of the campus, in order to encourage the

exchange of ideas and experiences, with a

view to solving any problem immediately

after its identification.

From planning to practice: student

training (and especially teacher)

The first classes of the subsequent

technical course in agriculture at campus

Cametá, when they put into practice the

pedagogical alternation, began a process of

student formation, but, above all, teacher,

being for this reason, an interesting

exercise of self-criticism and reorientation

of the process along the formative path

(Bento & Sousa, 2017).

The alternance in the first time-

community after the organization of the

research in the first time-school has as its

scope the study of the communities, it is an

important contextualization for the

development of the next axes, dedicated to

research in agricultural and/or

agroextractivist establishments in the

region, culminating in an intervention

project to be proposed based on the

problems identified from the dialogue with

farmers during the times-communities.

In this way, the formative journey

that will be analyzed, as already

mentioned, involves the following stages:

1) planning of the formative journey,

times-school and times-communities; 2)

life history workshop; 3) development of

the subjects from the first to the third axis;

4) orientation and accompaniment of the

times-communities I, II and III; 5)

socialization of the times-communities I, II

and III; and 6) process of evaluation by the

teachers.

Planning

The planning of the initial stage of

the agricultural course allowed to

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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educators a familiarization with a method

little or even unknown by majority, as

already noted. As a general basis for this

moment of teacher training, the notebooks

of the collection Saberes da Terra (Brazil,

2017) served as a basis for rehearsing the

first steps of teachers, especially the life

history workshop.

This exercise, initially, was

fundamental to determine the chronology

of offer of the subjects during the semester,

in order to favor the execution of the time-

community, contemplating its objective. In

this sense, some changes were made,

including the distribution of subjects along

the axes, because it was found that

anticipated in formative journey, being

necessary to move it to the next time-

community, although always maintaining it

within the semester determined by the

PPC.

This practice, however, had to be

rethought from the 3rd semester of the

course, due to the entrance of new forms,

because it was not possible to maintain the

initial structure of subjects offer in a

condensed way by axes, due to generate

conflict of time in the capacity of teachers

in the other forms, since some subjects,

with higher workload, had up to 12 hours

lesson per week in each class. Thus, the

integrated time-community orientation was

maintained.

Planning meetings are also used to

build the instruments that will be proposed

to students in each time-community. On

these occasions, the teachers discuss the

guiding issues that will need to be

approach by students in field research and

that should be included in the report to be

prepared by them. The systematization is

carried out by the teachers of Field

Education, who are responsible for the

subject of time-community and, therefore,

organize all information in a document that

is delivered to the students at the time of

orientation before the students go to the

field. This document is named in the

course of script or guide of the time-

community and has the participation of the

students in discussion of all proposed

activities which led to adjustments of

issues to be researched, the withdrawal of

some proposals and the inclusion of others.

Life history workshop

The life history workshop

was held

as a welcoming activity for the students

and took place during the first three school

days of the course. It presented the

objective to integrate them and promote

the socialization of different experiences in

each region. The programming involved

group dynamics that encouraged the

participation of students, in order to value

their experiences in the educational

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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process. The following activities were

developed: mask workshop, video

documentary debate, social cartography

and socialization of the socio-productive

and cultural context of students from

memory.

The activities had as objective, in

addition to enabling the presentation and

integration of the students, to trace the

socio-cultural profile of the students who

entered the course, for which it was

fundamental the elaboration of map of the

region of origin of the students, which

provided the recognition of the territory

attended by the course and the

socialization of information related to the

most significant sociocultural aspects of

the regions in which the students intended

to develop the time-community throughout

the course.

It is important to point out that these

activities included important subsidies for

the planning of subjects, the time-school

and time-community. The questionnaire

written and socialized through collective

presentations served as a guide for the

deepening of important issues for the

development of pedagogical alternation.

The work emphasized the issues that most

sensitized the students in the exposition,

such as the history of formation of the

communities they intended to research.

Development of subjects

The subjects developed in the first

time-school of the formative axis I, as

instrumental Portuguese and computer

science, assisted in the process of writing

and systematizing the reports of time-

community and, theoretical and

introductory subjects, such as history of the

Amazonian peasantry, agriculture and

agroecology, systemic focus and study of

the agricultural establishment offered

elements for approaching the reality

experienced by students and still little

understood by teachers.

The students' reports on the

transformation of work relations in the

field and local cultural manifestations, for

example, were problematized in the history

of peasantry, contextualizing local

transformations to the process of

territorialization and historical rooting of

the peasant way of life in the Amazon. The

other subjects mentioned followed the

same logic, seeking even more consistent

data during time-community I.

It is important to emphasize that the

proposal of pedagogical alternance in the

development of the formative path is to

promote non-technical formation, making

it necessary the articulation between the

technical subjects with the research in the

rural establishments, guiding the scientific

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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and humanistic development inspired by

the guiding principles of agroecology.

As ponctuated by Bento & Sousa

(2017), to contrast the training that occurs

in an instrumental manner and based

exclusively on the empirical application of

technical knowledge, it is defend in the

technical course in agriculture of IFPA

Cametá, the education according to the

principle of omnilaterality, which

according to Lima et al. (2016), that is:

Conceiving the formative act as a

potentiator of the integration between

the various dimensions of life, of

which work, the science, the

technology, the culture, the politics

and economics constitute inseparable

fields for the understanding of human

practices in their entirety (Lima et al.,

2016, p. 59).

In this sense, time-Community I, as

mentioned, sought to diagnose rural

communities in the region of campus

coverage, taking place in different

communities in the municipalities of

Cametá, Baião, Mocajuba and Oeiras do

Pará. At this first moment, general

questions were raised about the socio-

environmental, cultural and productive

aspects of the regions, providing support

for the evaluation of the subjects taught in

axis I, and also for the development of the

subjects of axis II, which as in the previous

time-school, sought to contextualize the

theoretical contents with the local reality.

The same principle was followed in

the other axes which is to know the

production establishments, raising

problems to be explored for the proposition

of an intervention plan to improve the lot

an action that will be made by constant

dialogue between the students, the teachers

and the family farmers in the region.

It is emphasized that the pedagogical

alternance is not conceived only in

alternating periods at "school and in the

family", as pointed out Jesus (2011),

therefore it requires the articulation of

knowledge between the different training

spaces, it is necessary that the teaching

staff be prepared to contextualize and

problematize the contents taught in the

classroom with the local reality.

This articulation, according to

Queiroz (2004) is the great challenge of

schools that work in alternance regime,

because it is not only about articulating

two different spaces, but putting in

coherent dialogue two distinct knowledges

in a training project, which the author

designates as "pedagogy of shared

knowledge". In this process, the active

participation of students, teachers and

family (farmers) is necessary for the

success of the training.

In the case under analysis, the

teachers have understood this premise and

seek during the development of the

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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subjects to articulate the technical

knowledge to knowledge accumulated by

students and instruct them to identify in

communities during the time-community,

aspects related to issues addressed in

classroom, allowing the contextualization

and dialogue of knowledge after their

return to the time-school.

It stands out that, although many

teachers recognize the necessity for

maturity in understanding the alternance in

order to achieve better integration of

regional issues with the content of the

disciplines, the implementation of

pedagogical alternation has allowed

important dialogue with local communities

and it will provide opportunities for the

training of technicians committed to local

family agriculture.

Orientation and monitoring of Time-

community

The time-community orientations are

carried out at the end of the time-school of

each training axis, on a date defined by the

teachers of Field Education who gather the

class to present and discuss the instruments

to be used in the time-community and the

methodologies that can be used. This is a

moment of collective discussion, when

teachers and students discuss the issues

that will be used during the research to be

conducted in the time-community, as well

as are presented and oriented the use of

methodological tools for data collection

and analysis.

The orientation of time-community I,

for example, consisted in the presentation

of a detailed instrument of essential issues

for the construction of diagnoses of the

communities of the regions surveyed,

aiming to characterize the historical, social,

cultural and productive aspects of the

region of Baixo Tocantins. At this time the

educators indicate possible methodologies

for collecting and systematizing research

data, such as: community map, agricultural

calendar, cross-sectional walk, interviews,

photographs etc.

At the time of orientations, the

teachers participate of axis in progress and

the next of subjects because the activities

of the time-community continue in the

subsequent semester. On some occasions

were adopted individual orientations with

the groups of students to resolve specific

doubts of the group and present particular

tools to each situation.

As the course progressed and the

teams began to deepening of diagnoses, the

particular orientations became increasingly

necessary, realizing the need to allocate

"advisors" to each group. These advisors,

usually teachers in the areas related to the

identified problems, had greater contact

with their group of mentors.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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In addition to orientation, constant

accompaniments of students in the field are

carried out during the development of

time-community also. The initial contact

with local leaders and the choice of

communities, however, were made

exclusively by students, ensuring their

autonomy in dialogue with the

interlocutors and the survey of issues most

relevant to the community.

From the second time-community,

the accompaniment began to be realized in

communities and the date was previously

marked by groups. About three teachers

per group participated in these

accompaniment, with the presence of one

of the teachers responsible for the time-

community subject

iii

. These moments were

fundamental to ensure the closer

relationship between teachers, students and

farmers, configuring themselves as

important exchanges of knowledge, in

which teachers and students observe the

practices developed by farmers and bring

technical knowledge that allows improving

their production.

Socialization of Time-community

The socialization of time-community

occurs one day after the return to time-

school with the presence of all teachers, in

oral presentation form and delivery of

written work. The result of the experience

of pedagogical alternance was more

evident at that moment, when the students

brought different views of the different

realities of the regions surveyed.

The form of systematization and

presentation of the results of the research

also offered different didactic resources

that the students appropriated since the

time-school, such as those offered by

informatics for presentation of citations,

photographs, maps, history of the

communities, among others.

In this sense, there was also the

presentation of agricultural maquets and

calendars by some groups, which is an

important stimulus factor in improving the

future work of the other groups. The

exploration of didactic resources at the

beginning of the course is positive, because

on the one hand, it brings a familiarity with

the scientific methodology for the exercise

of the technical profession, and on the

other hand it contemplates the objective of

stimulating epistemological curiosity

(Freire, 1997).

The beginning of axis I of the course,

aimed to study of the socio-productive

diagnosis of the community, allowed the

apprehension of conflicts between local

economic interests and the defense of

sustainable development. The groups

observed socio-environmental problems

related to the access of natural resources,

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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such as those pointed out as significant

factors in the reduction of water volume,

either due to the devastation of riparian

forest, or by the construction of bathhouses

within communities.

Other problems were identified with

the progress of the research, it presenting

issues related to agricultural production,

such as low tillage productivity, pest

attack, difficulties in the implementation of

irrigation systems, technical problems

regarding fish cultivation, necessity to

improve small animal breeding systems

and hygienic-sanitary problems in the

processing of cassava for flour production.

In addition to the oral presentation

during the socialization, the data collected

in the field were systematized by the

students in reports, which are delivered to

teachers and evaluated for composition of

the grades of the subjects according to the

objective of the time-community and the

instrumentals.

Evaluation

The evaluation of the knowledge

acquired by the students in the process of

articulation of the study times intended to

reflect on the expected results in the

planning of pedagogical practice,

especially in the articulation of the

knowledge of time-school and the

problematization of research in time-

community.

This stage of training was the most

problematic in the educational process

during the initial stage of implementation

of the alternance in the course, because the

evaluation performed by the teachers did

not have criteria relating the activities of

time-school and the first time-community.

Some teachers did not even consider the

activities of the time-community in the

evaluation process of their disciplines.

However, after some complaints

from the students who felt unmotivated to

continue the time-community research, if it

was not part of the evaluation process and

from the reflection of the teaching staff on

the different training spaces (school and

community), the teachers understood that

the time-community is part of the

formative process, as Queiroz (2004)

argues, therefore it is necessary to consider

as part of the evaluation process.

In this sense, from the second time-

community their activities began to

compose the criteria for evaluating the

subjects of the semester. It is emphasized

that a common evaluation process has not

yet been reached for all teachers, because

they perform their evaluations in a

disjointed way of the other disciplines and

assigning different weights for time-

community activities, which range from 30

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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to 50% of the total grade of the subjects, as

can be seen in Table 1, below.

Table 1 – Answer of teachers in relation to the weight attributed to time-community in the evaluation process of

their subjects.

If you consider the time-community activities in evaluation of your subject, how have you done

and what weight is intended for TC?

The activites of the time-community constitute 50% of the evaluation of the subjects and it consists in

evaluation of the time-community report and presentation in the socialization of the TC.

Seminars and reports. Until 30% of the grade.

50%, evaluation of the report and presentation.

I will do considering the involvement of the students in the activities, their development during the

process and their contributions. The weight will be around 50%.

The students socialize the experiences lived in the TC after return from the time-community with the

teachers of the other subjects of the course and classmates in classroom, in the form of seminar which is

assigned a score of 0-10.

50% for participation in time-community, 25% in the preparation of the report and 25% for the

presentation of the report.

In this case it is 100% due to being the subject of time-community, on the other would define from 30%

to 50% taking in consider the grade of the time-community.

Source: Authors, 2017.

In addition, some students

highlighted the importance of realize a

closer monitoring to the groups too,

identifying students who do not contribute

to the team and assigning them different

grades.

Limits and propositions for the

consolidation of alternance in the

technical course in Agriculture

The recognition of the importance of

pedagogical alternance for the technical

course in agriculture of IFPA Cametá, both

for teachers and students of the course is

indisputable; however, there are many

challenges for the execution and

consolidation of the alternance in the

course and on campus.

Therefore, the teachers and the

students were asked about in their

perceptions, which were the main factors

that presented themselves as limiting to the

execution and consolidation of pedagogical

alternance in the course. This survey

occurred through a semi-structured

questionnaire, with some response options

complemented later from the course

planning meetings with the teachers and

informal conversations with the students.

Thus, the teachers highlighted six

factors as the main limitations to

pedagogical alternance, being among the

most cited are the difficulty of access to

communities, the experience of the

teaching staff in the teaching by alternance

and the structure of the Campus Cametá, as

shown in Graph 5 below.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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Graph 5 – The factors presented by teachers as the main limiting factors for the consolidation of pedagogical

alternance in the Technical course in Agriculture of the Campus Cametá.

* The teachers could cite more than one factor as limiting factors, which explains more than 12 answers, since

questionnaires were applied to only 12 teachers.

Source: Authors, 2017

These factors have been scored in

this research repeatedly, they are reflecting

the problems faced since the beginning of

the course, and some measures have also

emerged in an attempt to overcome them,

such as meetings and workshops of teacher

training.

The question regarding to difficulty

of access to communities, on the other

hand, is a reflection in the first place of the

class constitution, which is mostly urban,

and secondly, of the decision made by

some groups of students who made the

choice to realize the time-community

activity in very remote locations, and it is

difficult for them to move there, and for

teachers, at the time of accompanishment

since the campus has only one vehicle.

These questions were resumed and

others added during the planning meeting

realized in January 2018, where the

teachers did the retrospective of the

experience experienced in the first two

semesters of the course and they presented

some questions that could threaten the

consolidation of the agricultural course in

pedagogical alternance. On occasion, it

was remembered that although the

structure of the Campus – which is still

under construction, it was operating in an

interim space provided by municipal

government – and the budget matrix

reduced has not yet limited the execution

of time-community activities, it may in the

near future to prejudice the development of

pedagogical alternance in courses of the

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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campus, if actions are not taken to

overcome the identified problems.

In this respect some questions were

presented that were systematized and

forwarded to the general direction of the

campus after the meeting, so that steps

were taken to ensure the alternance in the

future. The points were presented: i) the

availability of financial resources to

support students in time-community; (ii)

the guarantee of life insurance for students

and teachers during the time-community;

iii) the guarantee of transport to assist in

the displacement of students and teachers;

iv) the firming of partnerships with local

institutions and representations of

organized civil society and social

movements of the field, in order to enable

structures of permanence of students and

teachers in the field during the time-

community.

The difficulties presented by the

students (Graph 6) followed the same

principle and these mainly scored: i) the

lack of financial resources to perform the

time-community, since it is not reserved to

allow resources of the campus budget

matrix to support students in the time-

community; and ii) the difficulty of access

to communities, since the campus does not

have enough vehicles to assist the arrival

of students to the places where they realize

the time-community. In summary, a factor

leads to the other, since, if students

received financial assistance for the

execution of the time-community, they

could buy in addition to food and other

consumption materials, fuel to support the

displacement to communities.

Graph 6 – Main difficulties presented by students to perform time-community.

Source: Authors, 2017

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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In this perspective, the teachers point

out some paths that can be followed to

consolidate the pedagogical alternance in

the course and enhance its contribution to

the formation of students. The Table 2

below shows some of the suggestions.

Table 2 – Propositions of changes to enhance the pedagogical alternation in the course.

What do you consider that could be changed in the conduction of pedagogical alternance in the

Technical course in Agriculture to enhance the contribution of alternation to student training?

Most students need financial assistance to spend the necessary time in the working community.

1 - Work better the evaluation formo f the in time-community. 2 - Rethink the training cycles and

perhaps have a longer time-community time at the end of the semester where the instrumentals

approach issues involving all the disciplines of the semester. Thus we can have at the end of the first

semester a complete diagnosis (community and property), in the middle of the 2 semester the

preparation of action plan, at the end of the second semester the implementation of the action plan, at

the end of the 3 semester the evaluation of the action plan implemented.

Increased of resources and time for practical activities, as well as practical training of teacher.

Continuing training for teachers who do not yet know the work with alternance to make clearer the

conduct of times-community.

Prioritize actions of student assistance to students, because many of them are from other municipalities;

exchange of experience with other campuses and institutions; extracurricular workshops based on

technical e.g. soil analysis; training courses for teachers and; participation in events in the area.

Source: Authors, 2017.

Therefore, the propositions respond

to the main limits presented in this

research, including considering the main

demands of the students. Thus, it is

considered relevant mainly because it

understands that the campus intends to

institutionalize the pedagogical alternance

in all its courses, it makes necessary to

invest in teacher training, in order to

ensure the composition of a faculty

qualified and committed to professional

education in the field and provide in its

financial planning, the resources necessary

to conduct the alternation.

In this respect, Marinho (2016),

from similar experience – the

implementation of the technical course in

Agriculture integrated to high school in a

pedagogical alternance regime at IFPA

campus Marabá Rural – it highlights that is

necessary to articulate the pedagogical

dimensions (research, teaching and

extension) with the Administration and

Planning, in order to "ensure the logistics

and the necessary support for the training

of students in quantity and timely, in order

to allow the execution of educational

actions, thus enabling the integration of the

formative path and theory and practice

relationship" (Marinho, 2016, p. 214).

In the same perspective, Moura,

Dremiski, Borges and Souza (2013)

highlight the importance of institutional

partnerships, which was fundamental in

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

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conducting the process of pedagogical

alternance in the technical course in

Agroecology of the Paranaguá campus of

IFPR, it held in the municipality of

Ortigueira-PR, where the municipality

government, the Brigada do MST, the

Sindicato dos Trabalhadores Rurais an

association of producers ensured the

structure of permanence of students and

spaces for the classes of the course to

occur in some moments in an itinerant

way, within the students communities of

origin ensuring their permanence in the

course and success in training.

The institutional partnerships have

been strong allies to ensure the actions at

Campus Cametá, however, the

approximation of representations of rural

communities, although it has advanced,

especially after the beginning of the

alternance still needs to be enhanced to

ensure the structural conditions of

permanence of students in the

communities.

The consideration of the students,

although they also present prepositions

related to the necessity for financial

resources to realization field activities,

they were more focused on the pedagogical

dimension, especially the need for greater

teacher accompaniment in the conduct of

time-community research, as can be

observed in Table 3.

Table 3 – Propositions of changes presented by students to improve pedagogical alternance in the course.

In your opinion, what could be changed in conduct of time-community?

I’d like you to give more days to the time-community.

More participation of teachers to ask questions that you need at that moment.

Only the orientation so that it is clearer and more precise than what should be.

The number of people in the group, because many of the time one fia (sic) in the other and ends up

doing nothing.

Orientation should be by group, because each community with its particularity.

More time to do the job.

Have a teacher responsible for the team where he would be doing measurement, helping to do the job.

The presence of a mentor on the side of students.

It passes the guidelines more simply.

Greater presence of teachers and material for the preparation of maquets and others.

That IFPA provide technological conditions to students, such as computers.

They should help us with a small allowance because with each visit we have great difficulty, at least in

transportation.

As it is distant and we do not have financial help from the others, for some of the team it becomes

difficult the issue of transportation.

Charge students what was actually passed in the classroom.

Have a group advisor.

The teachers going on the property.

Reduce the amount of time-community (reduce the months).

Source: Authors, 2017.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

RBEC

Tocantinópolis/Brasil

v. 5

e7978

10.20873/uft.rbec.e7978

2020

ISSN: 2525-4863

The necessity for closer orientation

of the students was an identified problem

and as soon as exceeded, from the third

time-community designated advisors by

groups who are responsible for mediating

the activities developed in the community,

dialoguing with the students and the

farmers in the construction of the plan to

improve the identified problems. It is also

their responsibility to assist students in the

systematization of research data and

writing of time-community reports.

Final considerations

Some challenges were overcome as

soon as perceived, mainly by the

engagement and willpower of the team

that, although inexperienced in what

consists of alternance training, they

struggled to ensure a formative process

suitable for the students. Others, however,

still need special attention to ensure the

institutionalization of alternance in the

course and at campus. Among these, the

training of teachers to work in field

education and agroecology and the need

for financial and logistical support to

ensure access and permanence of students

in the communities, as well as teacher

monitoring during the time-community are

highlighted.

In this sense, some propositions are

presented by teachers and students in order

to contribute to the solution of these

problems, highlighting:

 Continuous training in field

education and agroecology for the faculty;

 Articulation between teaching and

planning, in order to ensure logistical and

financial support for the execution of the

alternance.

It is believed that with the institution

of the Política de Educação do Campo do

IFPA, recently approved, the process of

institutionalization of pedagogical

alternance at Campus is favored because

the guidelines presented by this document

added to the experiences already

accumulated by the social body of the

course in the development of these first

classes will give conditions to the

(re)orientation of pedagogical practices

and principles to be adopted in the conduct

of the later classes.

Then, it is also important to highlight

the necessity to reformulate the PPC of the

Course, in order to (re)structure the

curriculum and add the pedagogical

principles of field education and

agroecology, which although they are

being executed, they are not properly

registered in this important document. In

addition, updating must also be proceed to

attend the guidelines defined by the

Política de Educação do Campo do IFPA

which should be done by the year 2020.

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

RBEC

Tocantinópolis/Brasil

v. 5

e7978

10.20873/uft.rbec.e7978

2020

ISSN: 2525-4863

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This workshop, distinctly from the training

workshop mentioned above, was held with the

students of the two classes of the technical course

in Agriculture in the first days of class, as a way of

welcoming the classes.

The term 'lot' is used in the course to identify the

total area of the properties where rural families live

and work, independent of their size or the

agricultural activities carried out on them.

iii

At IFPA-Campus Cametá the time-community is

registered as a subject because it has been this way

that the institution is able to allocate workload for

teachers to accompany students in their activities

and also to compose the total workload of the

course.

Article Information

Received on December 03th, 2019

Accepted on August 01st, 2020

Published on November, 25th, 2020

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

Fagner Freires de Sousa

http://orcid.org/0000-0001-7379-2078

Josiele Pantoja de Andrade

http://orcid.org/0000-0003-3366-3487

Elaine Vasconcelos Bezerra Alves

http://orcid.org/0000-0001-6462-2026

Charles Alberto de Souza Alves

http://orcid.org/0000-0002-5095-8802

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A. S. (2020). The implementation of pedagogical alternance in the

subsequent technical in Agricultural course: challenges for technical training in the microregion of Cametá...

RBEC

Tocantinópolis/Brasil

v. 5

e7978

10.20873/uft.rbec.e7978

2020

ISSN: 2525-4863

How to cite this article

APA

Sousa, F. F., Andrade, J. P., Alves, E. V. B., & Alves, C. A.

S. (2020). The implementation of pedagogical alternance

in the subsequent technical in Agricultural course:

challenges for technical training in the microregion of

Cametá. Rev. Bras. Educ. Camp., 5, e7978.

http://dx.doi.org/10.20873/uft.rbec.e7978

ABNT

SOUSA, F. F.; ANDRADE, J. P.; ALVES, E. V. B.; &

ALVES, C. A. S. The implementation of pedagogical

alternance in the subsequent technical in Agricultural

course: challenges for technical training in the microregion

of Cametá. Rev. Bras. Educ. Camp., Tocantinópolis, v. 5,

e7978, 2020. http://dx.doi.org/10.20873/uft.rbec.e7978