Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e8088
Tocantinópolis/Brasil
v. 5
e8088
10.20873/uft.rbec.e8088
2020
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
Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges
Alexandre Leite dos Santos Silva
1
, Suzana Gomes Lopes
2
, Tamaris Gimenez Pinheiro
3
, Gardner de Andrade Arrais
4
1, 2, 3, 4
Universidade Federal do Piauí - UFPI. Curso de Licenciatura em Educação do Campo, Campus Senador Helvídio
Nunes de Barros. Rua Cícero Eduardo, 905, Picos. Piauí - PI. Brasil.
Author for correspondence: alexandreleite@ufpi.edu.br
ABSTRACT. The aim of this paper is to present a study and
promote reflections on the contributions and challenges of
Pedagogy of Alternation in a Rural Education Degree Course,
with a focus on Natural Sciences. For the development of the
research, data were collected through questionnaires and from
the analysis of the Course’s documents. The results showed
contributions of Pedagogy of Alternation, which opens the
possibility of graduates entering and continuing in university
studies, and brings teachers and students closer to their
communities. Challenges were also pointed out, such as the
financial burden on undergraduates and the Course to cover
housing expenses and cover transportation and food expenses;
exhaustiveness and little use in University Time; the need for
the graduates to get closer to the university environment and life
during the Community Time; the importance of the adherence of
the professors to teaching methodologies that are linked to the
principles and foundations of Rural Education; the realization of
integrative alternating; and the promotion of an inter and
transdisciplinary Science teaching, aimed at the formation of
rural educators.
Keywords: Pedagogy of Alternation, Rural Education Degree
Course, University Time, Community Time, Teacher Training.
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
e8088
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2020
ISSN: 2525-4863
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A Pedagogia da Alternância na formação inicial de
educadores do campo: contribuições e desafios
RESUMO. O objetivo deste artigo é apresentar um estudo e
promover reflexões sobre as contribuições e os desafios da
Pedagogia da Alternância em um Curso de Licenciatura em
Educação do Campo, com enfoque em Ciências da Natureza, da
Universidade Federal do Piauí. Para o desenvolvimento da
pesquisa, os dados foram coletados por meio de questionários
aplicados a estudantes e a partir da análise de documentos do
Curso. Os resultados mostraram que a Pedagogia da Alternância
abre a possibilidade dos licenciandos ingressarem e continuarem
nos estudos universitários; além de aproximar os professores e
os estudantes e suas comunidades. Também foram apontados
desafios, como a sobrecarga financeira para os licenciandos e
para o Curso quanto a custear despesas com hospedagem e
cobrir gastos com transporte e alimentação; a exaustividade e
pouco aproveitamento no Tempo Universidade; a necessidade
de aproximação dos licenciandos ao ambiente e vida
universitários durante o Tempo Comunidade; a importância da
adesão do corpo docente do Curso a metodologias de ensino que
estejam vinculadas aos princípios e fundamentos da Educação
do Campo; a realização da alternância integrativa; e a promoção
de um ensino de Ciências inter e transdisciplinar, voltado para a
formação de educadores do campo.
Palavras-chave: Pedagogia da Alternância, Licenciatura em
Educação do Campo, Tempo Universidade, Tempo
Comunidade, Formação Docente.
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
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2020
ISSN: 2525-4863
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Pedagogía de la Alternancia en la formación inicial de
educadores de campo: contribuciones y desafíos
RESUMEN. El objetivo de este trabajo es presentar un estudio
y promover reflexiones sobre las contribuciones y los desafíos
de la Pedagogía de la Alternancia en un Curso de Licenciatura
en Educación del Campo enfocado en Ciencias Naturales. Para
el desarrollo de la investigación, los datos se recopilaron a través
de cuestionarios y del análisis de los documentos del Curso. Los
resultados mostraron que la Pedagogía de la Alternancia abre la
posibilidad de que los graduados ingresen y continúen sus
estudios universitarios; acerca maestros y estudiantes a sus
comunidades. También se señalaron desafíos, como la carga
financiera de los estudiantes universitarios y el Curso para cubrir
los gastos de vivienda y gastos de transporte y alimentación;
exhaustividad y poco uso en el Tiempo Universidad; la
necesidad de que los graduados se acerquen al entorno y la vida
universitaria durante el Tiempo Comunidad; la importancia de la
adhesión del profesorado del curso a las metodologías de
enseñanza que están vinculadas a los principios y fundamentos
de la educación rural; la realización de alternancia integrativa; y
la promoción de una enseñanza de ciencias inter y
transdisciplinaria, dirigida a la formación de educadores en el
campo.
Palabras clave: Pedagogía de Alternancia, Licenciatura en
Educación del Campo, Tiempo Universidad, Tiempo
Comunidad, Formación del Profesorado.
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
e8088
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2020
ISSN: 2525-4863
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Introduction
The objective of this work is to
present a study and encourage reflections
on the Pedagogy of Alternation (PA) in the
Licentiate Course in Rural Education
(LEdoC), with a focus on Natural
Sciences. Therefrom, the guiding question
was: what are the contributions and
challenges of PA in the initial training of
rural teachers?
Alternation is a polysemic vocable,
from the Latin alter, meaning “other”, and
was introduced in the 1930s as a pedagogic
strategy in France (Brasil, 2006; Silva,
2012). According to a Portuguese language
dictionary, the word “alternância”
(alternation) refers to the repetition of two
or more different things at the same order
or at regular intervals (Michaelis, 2019). In
this article, the PA is defined as an
educational development process that
combines moments of academic and family
life (Silva, 2008). From the perspective of
complexity, PA can be seen as a way to
(re)connect theory and practice, scientific
and quotidian knowledge, university and
community, teachers and students, time
and space (Pineau & Galvani, 2012). Thus,
it can contribute to the full development of
the human being who faces “realities or
problems increasingly multidisciplinary,
transversal, multidimensional,
transnational, global and planetary”
(Morin, 2002a, p. 36).
According to the Report CNE/CEB
nº 01/2006 (Brasil, 2006), the PA provides
a more suitable methodology for rural
schools, consequently also contributing to
Higher Education, in the context of the
LedoCs (Saul, Rodrigues & Auler, 2019).
A review of literature in articles of
the last five years in journals in the field of
education, about the topic of this research,
brought up two works: Ferrari and Ferreira
(2016); Saul, Rodrigues and Auler (2019).
Ferrari and Ferreira (2016) made
bibliographical research in thesis and
essays to delineate and debate on the PA’s
national academic production between
2007 and 2013, continuing the work of
Teixeira, Bernartt and Trindade (2008).
Their research highlights a publication of a
significant number of works about PA
linked to the paradigm of Rural Education,
and also the growing adoption of PA in the
pedagogic contexts of Federal Institutes of
Scientific and Technological Education
and Federal Universities.
Saul, Rodrigues and Auler (2019)
also contributed with a bibliographical
study in thesis and essays about PA in the
LEdoCs. In this regard, they made a short
history of both PA and the LEdoCs. The
research pointed out four works: two in
the teacher training category (Hudler,
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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2015; Teles, 2015) and two in practices
and conceptions (Silva, 2013; Ferreira,
2014). The researchers showed that the
alternation can enable a reconnection
between educational knowledge, time, and
space. This would be possible through the
development of a “relationship between
community and school, the full
development between individual and
object, the non-dichotomy between theory
and practice, the concern with broader
educational processes, not only with
teaching and learning etc.” (Saul,
Rodrigues & Auler, 2019, p. 19).
In the studies of Ferrari and Ferreira
(2016) and Saul, Rodrigues and Auler
(2019), we can see that there weren’t any
works about PA in LEdoCs of the
Northeast Region on the analyzed periods,
what highlights the newness and
importance of this investigation, developed
at the State of Piaui, where four of those
LEdoCs are active.
Furthermore, this research, by
indicating the contributions and challenges
of PA, based on the analysis of documents
and surveys answered by students, at one
LEdoC of the Federal University of Piaui,
given its possibilities, can also contribute
to the construction of reflections and
debates that pave the way for a Higher
Education geared towards a more complex
thinking process; a dialogue; a building up
of a pertinent learning method; a
reconnection between knowledges; an
education of individuals that reconnect
with one another, with their community
and their reality (Moraes, 2012).
That said, this work is structured in
the following way: first, it presents the
theoretical setting of Rural Education,
since it is upon this paradigm that PA
emerged in the LEdoCs; secondly, it
explains the methodological path of the
research, and shows the results and
discussions; and, finally, it ends with the
final considerations.
Rural Education and training in
complexity
Rural Education is an expression that
emerged in the 1990s and refers to the
counter-hegemonic educational paradigm
which supports a project of education and
development built alongside the rural
population, for their interests, constituted
by several rural collectives, such as
farmers relatives and other rural workers,
riverside dwellers, indigenous population,
agrarian reform settlers, people affected by
dams, among others (Molina & Jesus,
2004; Munarim, 2010; Caldart, 2012). In
this aspect, it is concerned with an
education “of” and “for” the countryside.
Despite having emerged from rural
areas and fought for the appreciation of
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
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ISSN: 2525-4863
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that space and its culture, the Rural
Education aims at a bigger project for the
development of all society, urban and rural
alike (Kolling, Nery & Molina, 1999).
Thereby, it intends to overcome the
dichotomy between countryside and
metropolis (Brasil, 2004), reconnecting
them, accepting their complementarity, in
favor of comprehension that the context in
which a human is placed is complex and
that his reality entails a totality which is
multidimensional, multireferential and
global (Ardoino, 2002; Morin, 2002a).
Another basis for Rural Education,
according to the Rural Education
Permanent Working Group, is the creation
of a connection for the invigoration of the
countryside identity (Brasil, 2004). This
involves recognizing the cultural diversity
of human beings and for that is necessary
that people, individuals, and collectives,
question their position in the world and
inquire themselves about their human
condition, about who they are, where they
are, where they come from, and where they
are going (Morin, 2002a). Along these
lines, these people need to comprehend
their roots and in what aspects should they
too uproot, so that they can conceive, free
from reductionism and insular vision, the
complex unity of the human being, which
embraces diversity. In this respect, Morin
states:
Those who see the diversity of
cultures tend to minimize or conceal
the human unity; those who see the
human unity tend to consider as
secondary the diversity of cultures.
On the contrary, it is appropriate to
conceive a unity that ensures and
favors diversity, the diversity that
incorporates into the unity. The
double phenomenon of unity and
cultural diversity is crucial. Culture
maintains the human identity on what
makes it unique. Cultures are
apparently closed to safeguard their
singular identity. But, in reality, they
are also open: they assimilate not
only the knowledge and techniques,
but also ideas, customs, food, foreign
individuals. The assimilations from a
culture to another are rewarding.
(Morin, 2002a, p. 57).
That way, according to Morin
(2002a), future education, and here Rural
Education can be included, must bear the
human unity and diversity.
In addition to having established
foundations, the Rural Education contains
pedagogically guided principles such as,
for instance, (i) the role of the school while
responsible for the upbringing of
individuals, committed to a project of
human emancipation; (ii) the appreciation
of different knowledges during the learning
process; (iii) the space and time of the
individuals’ education; (iv) the learning
place linked to the individuals’ reality; (v)
the education as a sustainable development
strategy; and (vi) the autonomy and
collaboration between countryside
individuals and the national teaching
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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system (Brasil, 2004). It can be noticed
that those principles also value the
diversity and unity of the human being in
its entirety.
Based on the values and principles of
Rural Education, LEdoCs were created.
After preliminary experiences, taken place
before its official inauguration, the courses
started to be offered in the mid-2000s
(Molina & Sá, 2012). Of more than 40
existing courses, the majority has an
emphasis in the field of Natural Sciences,
which objective is to train qualified
teachers to act multidisciplinarily on this
field of knowledge at Primary and
Secondary rural schools (Molina, 2015).
The LEdoCs are regular courses that
adopt the PA, allowing at least two
teaching steps per academic term:
University Time, when the undergraduate
student, bound to the rural environment,
has classes and activities at the university;
and the Community Time, when the
students carry out tasks led by the
university teachers at the community
where they live or work. According to
Molina (2015) the adoption of PA in
LEdoCs had the goals of (i) allowing the
undergraduates students access to Higher
Education without needing the alternative
of leaving the country life; (ii) facilitating
access and permanence in the course for
teachers working at rural schools; and (iii)
promoting continuous integration and
knowledge exchange between the
university and social practices of the
undergraduate students, giving it new
meaning with their contradictions,
tensions, dynamics and transformations.
Despite this common goal, the
organization of alternation in the courses,
which holds relative autonomy for this, can
vary. That way, PA can be juxtapositive,
associative or integrative, according to
Queiroz (2004).
The juxtapositive alternation is
characterized by the succession of
schedules and stages dedicated to work or
study, without being necessary a previous
connection between the two of them. In the
associative occurs an association between
the general and professional development,
as if one simply complemented the other.
In the integrative, or copulative, exists an
effective compenetration of
socioprofessional and educational ways of
life in unity of developmental times. Thus,
the integrative alternation is the one closer
to the ideal of reconnection between
knowledges in the LEdoCs’ environment,
corresponding to the logics that originate
the PA (Cavalcante, 2007), such as the
relational logic (between academy and
community), the pedagogic logic (between
theory and practice), the productive logic
(between academy and work), and the
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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2020
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socio-environmental logic (between rural
communities and the environment).
The PA in the LEdoCs engenders an
idea around the initial training of teachers
that tries to fight the challenges of
complexity, understanding the word
complexus as meaning “what is connected,
what is twined” (Morin, 2002b, p. 564).
Hence, PA aims to intertwine/reconnect
individuals, collectives, knowledges,
spaces and places in the same system.
Methodological Path
Context of research
The research
i
, about the contributions
and challenges of PA, was developed in
2018 at a LEdoC of the Federal University
of Piaui. The course, created in 2014, is
organized into eight blocks. Its focus lies
on Natural Sciences, thus contemplating in
its curriculum components pertinent to
physics, chemistry, and biology
knowledge. Furthermore, as it is a teacher
training course, it contains an array of
pedagogic-didactic components, according
to the licentiate course curriculum.
Besides, being above all a Licentiate
Course in “Rural Education”, it devises
elements that deal with the history,
organization and theoretical and
methodological basis of Rural Education,
in its relationship with rural social
movements.
The alternation in the course is
arranged in the following manner: during
the months of January, part of February,
July and part of August, around 45 days
per semester, takes place in full time what
is called University Time; and during part
of February, March, April, May, part of
August, September, October and
November, Community Time is held.
In this setting, the course load of
each subject is fractioned into those two
teaching schedules (75% in University
Time and 25% in Community Time). The
curriculum components pertinent to the
Mandatory Supervised Curricular
Internships and Undergraduate Thesis are
addressed during the Community Time.
During the Community Time there is
the development of projects and activities
associated with thematic axis defined
semesterly at Course Meetings. Since 2017
the following axis are applied: (1) Culture,
Memory, Identity, and Traditional
Knowledge; and (2) Physics, Chemistry
and Biology Teaching in rural schools.
Between 2014 and 2017 other axis were
adopted, besides those, such as agricultural
and animal production and traditional
knowledge about medicinal plants; and
myths and beliefs related to Physics and
Mathematics phenomena.
At Course Meetings, academic
advisors for the Community Time and
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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Supervised Internship, and its
correspondent groups, are appointed. Each
one has the autonomy to plan, advise
implementations, and evaluate projects,
which can be supervised by one or more
advisors collaboratively.
Data collection tools
The data was collected through
surveys and course documentation.
The survey was applied to the Course
students during University Time in 2018,
when all subjects could be found. The
decision of choosing these subjects was
made due to the fact that they were the
most affected by PA in the Course, and the
perspective that they, as students, are the
central element in the Course (Zabalza,
2004). The answers of 120 undergraduates
were collected (78% of the total of students
enrolled in the Course), identified in the
answers as “Student” followed by a
number (alluding to a code used to
catalogue the answered surveys, with the
number of the group's block followed by a
number for each participant), so as to
preserve their anonymity. The survey
asked about gender, municipality, place of
residence, age group, professional
experience, previous academic education,
and finally, about what was their vision on
the alternation in the Course, in terms of its
advantages and disadvantages.
The following are the analyzed
Course’s documents: The Pedagogic
Project of the Course (PPC), reformulated
in 2017; record of course loads; subjects
and activities curriculum of the University
and Community Time; academic
calendars; teachers’ resumes; didactic
material elaborated by the faculty and
activities developed in the Course since
2014, recorded in pictures and videos.
These records allowed the researchers to
confront the views expressed by the
undergraduates with facts that have taken
place and with data deriving of other
sources.
Data Analysis
The first part of the analysis was
statistical, only counting the students by
gender, age group, municipality, place of
residence, professional experience, and
academic education, so as to outline the set
of characteristics of the inquired subjects.
Afterward, the data was submitted to
the thematic analysis, according to Braun
and Clarke (2006). The analysis method
consisted in familiarizing with the text of
the surveys’ answers and documents. After
that, there was the identification and
codification, in each answer of the surveys,
of the word or expression that represented
a core of meaning. Subsequently, the
answers that were representative of these
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
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2020
ISSN: 2525-4863
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cores of meaning were classified in
thematic cores. From here on, the
emerging thematic cores were related and
verified with other data, derived from
documents, electing the contributions and
challenges of PA in the Course. That way,
the thematic cores and the answers
excerpts that illustrate them are the results
of the compilation of all obtained data.
Results and Discussions
Characteristics of the undergraduates
The answers of the surveys brought
to light some characteristics of the
collective of undergraduate subjects
participating in the survey, comprised by
97 women and 22 men, with one student
preferring not to identify his gender. As for
the age group, the average is 30 years old,
with 81 undergraduates below this average
and 38 with an age above the average.
Beyond that, of the 120 inquired subjects,
31% reside in the municipality where the
campus of the LEdoC is located and 69%
live in neighboring municipalities, with
43% declaring to live in rural areas, 54% in
urban areas, and the rest preferring not to
divulge their place of residence. In the
answers, it was found that 59% of the
undergraduates declared not to work.
However, between those who work, there
are 24 undergraduates who already work as
teachers. It was also determined that 31%
of the subjects already possess another
degree.
The next topics will present
contributions and challenges found by the
researchers in the Course’s Pedagogy of
Alternation, acknowledging in the
perspective of Complexity (Morin, 2000)
that everything, because all things are
intertwined, holds contradictions and
uncertainties.
Pedagogy of Alternation and the
permanence in Higher Education
Through the survey, it was noted by
35% of the answers that the
undergraduates mentioned the advantage
of the alternation being the possibility of
conciliating the university studies with
family responsibilities, with work, and
with the distance between their residence
and the campus. This reality confirms the
reflections about the need to conceive
present and future education as a complex
process, that lays in a circle or network of
relations that encompasses the individual
and the society which he inhabits (Morin,
2002a). The following excerpts illustrate
this:
I think it’s good, because it’s very
good for those who are moms.
(Student 324)
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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The advantages are that we can study
at the university or at home. (Student
34)
This alternation is very good,
because this way we don’t get much
tired for living in the countryside [in
the rural area] of the city. (Student
39)
This division of Community and
University Time is a positive point,
because it makes it easier for those
who live far [resides in a
municipality far from the main
campus] or those who have a family
in need of care, like small children.
(Student 336)
The alternation system of the
university is good for those who live
far [resides in a municipality far from
the main campus]. (Student 338)
With this alternation opens the doors
for people from other cities who
can’t be full time students. (Student
417)
With this alternation it’s possible to
conciliate work and studies. (Student
614)
It’s a system that offers an
opportunity for those who are already
working as teachers to study during
their vacation, searching for a course
to improve their professional
qualification. (Student 720)
As the answers above show, the PA
allows countryside undergraduates to enter
and remain in Higher Education without
reinforcing the alternative of removing
them of their environment (Molina, 2015).
This is important for 43% of the
undergraduates, who declared to reside in
rural areas
ii
. Recognizing this environment
and the importance of the individual
staying in it is a way of putting fort an
education that aspires an understanding of
others, overcoming ethnic and sociocentric
thoughts (Morin, 2002a).
To the majority of the interviewees,
the PA allows them to work and study at
the LEdoC. In this regard, 41% of the
undergraduates work, and, from those,
20% are teachers, endorsing one of the
goals of adopting PA in LEdoCs, which is
to facilitate the access and permanence of
primary education teachers at rural schools
in the Course. (Molina, 2015).
The major part (69%) of the
undergraduates live outside the
municipality where the campus is located.
During University Time, they have the
option of residing temporarily in the
municipality
iii
or traveling daily to the
municipalities where they live. Some
municipalities are close, while others are
farther away, in a radius of up to 150 km
(93 miles). In any event, it can be taxing to
deal financially with the accommodation
during this period, as well as cover costs
with transportation, as the answers
demonstrate.
However, thanks to the University
Time the education is good and we
learn a lot, but the difficulties are
plenty, like transportation and lack of
money. (Student 421)
Today those funds are being cut
down and more and more academics
are giving up on the course, since
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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they have no condition of getting by
financially, especially because the
majority of the academics are people
from distant cities and rural
communities. (Student 621)
Hence, in order to help the
undergraduates with their expenses with
accommodation and/or transportation, the
Course offers a fund of Permanence
Support, through an annual public notice.
This fund is derived from the Higher
Education Support Program in Rural
Education (Procampo)
iv
. Nevertheless,
since 2016 these funds are no longer being
passed, requiring the student body to pay
part of their meals out of their own
pockets. The current funds are derived
from the management of funds that were
received in 2014 and 2015. Such remaining
funds are estimated to end in 2020.
Therefore, it is possible that the standard of
the Course’s alternation may be
compromised in the future, in case the
Course does not receive any more funding,
be it derived from a program or from the
institution of which it is part.
Besides, another challenge is that
many of the undergraduates are parents
with small children. Conciliating those
responsibilities with university studies is
something eased by Community Time, in
which they are able to develop activities in
their communities, staying closer to their
families. However, a lot of them need to
travel daily during University Time, which
is something that gets tiring due to the
classes in this period being on a full-time
schedule.
Even the undergraduates who do not
have children or live far, place the
exhaustion in University Time as
something challenging, exemplified by the
following answers:
Well, the advantage is that with this
course I’m able to work when I’m
not at the university, and the
disadvantage is that the duration of
the classes is too short and the full-
time schedule is bad, because the
students can’t learn as much as we
wanted. (Student 32)
I think it’s a bit cumbersome being
only 45 days, because it’s asked so
much of the students in such a short
time. (Student 422)
The time in which the course takes
place is alright for me, because I
work and I can only study during that
time, but I admit that it’s tiresome
and rushed concerning the subjects
that are too much to be passed on in a
few days. (Student 51)
For me the advantage is that it’s only
45 days for each term, but on the
other hand the disadvantages are that
during those 45 days the classes feel
rushed and tiring. (Student 63)
The disadvantage is the short
duration of the university time, what
hinders the classes’ content. (Student
77)
Those answers are reasonable since
the undergraduates have classes from
Monday to Friday full-time, in the morning
and evening periods, for a duration of
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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around 45 days. For this reason, to 55% of
the undergraduates, the University Time is
tiresome. Many undergraduates feel that
this manner of organizing the alternation
have negative impacts on their learning,
according to the following comments:
But it’s too busy. It’s only 45 days
for so much content, this affects the
studying a lot. (Student 317)
It’s very tiring and most of the time
we don’t even learn the content.
(Student 35)
We don’t learn much, because the
University Time is too short for each
subject. (Student 716)
These remarks make sense, since
most part of the course load of each subject
is delivered in only two weeks, according
to the example present in Table 1 that now
follows.
Table 1 – Allocation of subjects and schedule in the University Time in a Licentiate Course of Rural Education
of the Federal University of Piaui during a term.
Blocks
Classes
Period
02/07 until 13/07/2018
16/07 until
27/07/2018
30/07 until 10/08/2018
II
2017.2
Morning
Genetics
Basic Physics
Mathematics for
Sciences Teaching
Noon
Basic Chemistry
Regulation and
Organization of Basic
Education
Educational Psychology
V
2016.1
Morning
Ecology
Environmental
Education
Supervised Internship I
Noon
Plant Biology I
Animal Biology I
Human Anatomy and
Physiology
VI
2015.2
Morning
Animal Biology II
Geosciences
Race and Ethnic
Relations
Noon
Management and
Organization of Rural
Education
Plant Biology II
Supervised Internship II
VII
2015.1
Morning
Curriculum Theory and
Society
Zoology of Medical
Interest
Supervised Internship III
Noon
Geography Physics and
Mathematics
Physics for Secondary
Education
Thesis I
VIII
2014.2
Morning
Chemistry for
Secondary Education
Rural Education and
Social Movements
Supervised Internship IV
Noon
Evolution
Environment and
Development
Thesis II
Source: Coordination of LEdoC (2018).
As Table 1 illustrates, the
undergraduates during University Time
have only the evening period and the
weekend to develop other activities,
including academic out-of-class activities.
In this tiring term, the students do not have
the necessary time to take in what they
have learned (Zabalza, 2004). This
observation by itself renders the manner in
which the alternation system is organized
fragile, as it should contribute to the
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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learning process, which is a condition for a
full education.
(Re)connection Between Individuals
The PA brings teachers and students
together. This harmonization can also be
interpreted as reconnecting with the other,
as an expansion of understanding the other,
conditions for an education of the future
(Morin, 2002a). During University Time,
this harmonization is provided by intensive
interaction with teachers on a daily basis,
as Student 49 states.
University Time is essential because
the students come into direct contact
with the physical space of the
institution and with the team that
works for the progress of the course.
(Student 49)
As reported by the above comment,
the harmonization not only occurs between
undergraduates and teachers, but also with
others within the university environment.
Throughout University Time, the
undergraduates inhabit many different
places of the campus, for instance the
classrooms, the corridors, the courtyards,
the Library, the University Restaurant etc.
However, it is regrettable that this only
occurs during the holiday season of other
undergraduate courses, preventing
interaction between undergraduates from
different courses. It is also common for the
undergraduates to have difficulties
conciliating between the curriculum and
complementary scientific and cultural
activities, since they are not on campus
when many events of education, research
and extension happen.
During Community Time, teachers
visit the undergraduates’ rural
communities, where projects
v
or
supervised curricular internships are
developed during each term. On these
occasions, the teachers are welcomed at
rural schools and the undergraduates’
residences, getting close to their families
and, consequently, of their reality with
their struggles and contradictions. In the
perspective of complex thinking, this
harmonization provided by the PA is
essential to teachers, all of which know
that it is “necessary to integrate thinking,
feeling, education, learning, and life,
attributing the proper value to the
knowledges derived from the encountered
experiences, having in mind that each
individual carries with himself the
uniqueness of his experienced history”
(Almeida & Moraes, 2012). During those
visits, it is common that all of the
knowledges, history, and experiences
comes to light. This contribution is
evidenced by the comment of Student 54.
The Community Time should exist in
all other licentiate courses, because
it’s an opportunity to bring the
students closer to the reality that
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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they’ll face in their profession, at the
same time that it brings the teachers
closer to the students. (Student 54)
Knowing this reality also influences
the teachers’ methods, oftentimes
contextualized according to resources,
situations, and local traditions. On those
occasions, not only scientific knowledge is
valued, but also the quotidian knowledge,
according to the definition given by
Almeida and Moraes (2012, p. 32): “The
horizon for an education for the
complexity is supposed to surpass an
education reduced to scientific culture
content.” This can be seen in the
development of projects that also bring the
students closer to their realities,
encouraging them to discuss and appreciate
it, which is reflected by the following
answers:
I think it’s fine, because we learn
both ways, the theory and subjects at
the university, and the practice at
Community Time, by doing projects
and working in groups. (Student 31)
The advantage is getting to know and
explore the resources of our region
and of the region of our peers.
(Student 35)
Community Time is very important
because it works recovering cultures
and getting to know traditions of
different communities. (Student 41)
University Time allows us to take in
the theoretical part and build on the
student-teacher relationship
(necessary in every course),
meanwhile, the Community Time is
where we practice, having to deal
with transportation problems, used
resources and difficulties in group
activities. (Student 44)
It’s very interesting because it gives
us the opportunity of studying the
theory while practicing in the
Community Time. (Student 57)
The Community Time gives us the
opportunity of putting certain
knowledge into practice. (Student
613)
One of the biggest advantages of the
alternation time is the opportunity to
develop projects and other activities
with our community. (Student 77)
It’s an old methodology, which gives
our course a great advantage, because
it improves our knowledge with the
development of projects that can
contribute to society. (Student 713)
Therefore, trough PA, the LEdoC
gets closer to the mission of offering an
education not limited to “convey mere
knowledge, but a culture that allows an
understanding of our condition and helps
us to live, favoring a way of thinking that
is more open and freer” (Morin, 2000,
p.11). However, there is room for
improvements according to the
undergraduates. Although 12% admit the
contribution of alternation to promote an
exchange between theory and practice and
21% claimed that this method brings them
closer to their reality and the scientific and
quotidian knowledge, there are still some
challenges left to overcome. One of them
has to do with the setup of the faculty
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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members of LEdoC, comprised of a
heterogeneous and multidisciplinary group,
with teachers outside of the Rural
Education field or without ties to country
life or rural social movements, what
impacts their education methodology,
which is not always contextualized or
planned under the guidelines and principles
of Rural Education. In this regard, some
undergraduates answered:
I see a detachment between the
course’s dynamic and the proposal I
expect because the subjects are not
contextualized to the reality of
country life, and that can have a bad
impact on the performance of future
professionals of rural education.
(Student 616)
There are teachers who come to the
classroom and we see that they don’t
have any connection to country life.
They develop the content in a
fragmented manner, and don’t
contextualize it. We need better
qualified teachers, who understand
country life and above all
contextualize the context according
to reality, since the majority of
undergraduates are from the country.
(Student 618)
Thus, it is still imperative that the
LEdoC’s teachers are provided with means
to help them undertake methodologically
the mission of “reconnect the phenomena
and discuss the real and the reason” within
the boundaries of Rural Education
(Almeida & Moraes, 2012, p. 31). Despite
that, it is noticeable from records and
materials of the Course that on the whole
there are actions being taken by the faculty
members, even by teachers outside the
field of Education and Rural Education
vi
,
towards the development of non-
conventional methodologies of education,
involving work with projects and
researches, the realization of Science Fairs,
field visits, contact with social movements
leaders, development of workshops and
production of material, among other things.
(Re)connection Between Education Times
Another challenge amid the
alternation in the course is promoting a
bigger interaction between University and
Community Time, as the following
excerpts exemplify:
And the Community Time should
have projects elaborated and
presented by the same city or
countryside in which it was
produced, exposing the scientific
research to the community, showing
the importance of this course and not
hiding in anonymity, only to the
peers. (Student 39)
It doesn’t happen as it should in
terms of discussion and development,
the student doesn’t interact with his
reality. In my opinion, we visit the
Community but there isn’t an
exchange of knowledge, we do our
research but there’s no giving back
[to the community] and this is a
disadvantage. (Student 721)
The comments above show that it is
necessary, from the point of view of some
undergraduates, a bigger interaction
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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between the moments of alternation, so as
to encourage a constant flow of knowledge
between the university and the reality of
country life, mainly through activities that
communicate what is produced. “The
universal sign of complex thinking
considers the reconnection between
knowledges as unavoidable” (Carvalho,
2012). This can happen via the integrative
alternation, carried out through projects
and researches shared with the rural and
university communities. In this sense,
common projects should happen between
the university and rural schools and also an
exchange of knowledge between the
undergraduates, the university and rural
school teachers, taking the social
movements also into consideration
(Molina, 2015).
(Re)connection between subjects
Furthermore, there is the challenge of
providing an education that surpasses a
multidisciplinary character to an inter and
transdisciplinary one. On this subject, the
multidisciplinarity concerns the grouping
of a set of subjects displayed
simultaneously without the need for a
previous relationship between them
(Japiassu, 1976).
However, according to Morin (2012,
p. 35), “it is necessary to reconnect or
ecologize the subjects.” As Moraes (2012)
pointed out:
In contrast to the traditional way of
thinking that fragments and disjoins,
that divides the field of knowledge
into single subjects, entrenched and
ranked, the Complex Thinking would
be a reconnection (religare) method.
It presents itself against the
separation of knowledge’s objects,
claiming the necessity of
contextualizing it, of inserting it into
the entirety in which it belongs. (p.
58)
In this perspective, the inter and
transdisciplinarity appear as alternatives.
The interdisciplinarity involves the
methodological and/or conceptual
exchange between subjects for the
interpretation and solution of problems and
situations arising from reality.
The interdisciplinarity has a very
precise meaning: it conveys an
observation (the fragmentation of
subjects) and a refusal (to abandon
certain tradition and mentality) and
also a remedy (the desired
elaboration of a unifying myth) to
this disintegration. Since its
emergence, it has been fueled by a
tension between an aspiration to a
non-fragmented learning and the
recognition of the openness,
unfinishedness and incompleteness of
each subject. A lot of people notice
that the objects of a research reveal to
be so complex that they can only be
dealt with an interdisciplinary
approach. The mere encounter or
juxtaposition of subjects is no longer
enough. It is imperative to break
down the barriers between
discussions and ways of expression
so a more fruitful communication can
be instituted. We need to replace the
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
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paradigm that obliges us to learn
through disjunction and reduction
with a paradigm that allows us to
learn through distinction and
conjunction. (Japiassu, 2016, p. 4).
Likewise, the transdisciplinarity, like
the multi and interdisciplinarity, still
recognizes the existence and necessity of
the subjects, but suggests means to surpass
the subjects’ barriers (Japiassu, 1976;
Morin, 2012). According to Japiassu
(2016), transdisciplinarity concerns what
lies in between, across and beyond each
subject. The interpretation of the following
comments hints at this necessity:
We have a lot of information about
the course and rural education, it
could have more emphasis on
Biology, Chemistry and Physics.
(Student 36)
It needs more classes on theory and
more specific subjects, like Physics
and Chemistry, since they don’t have
much presence on the curriculum,
most of them are pedagogical.
(Student 75)
It should cover more specific subjects
of Biology, Chemistry and Physics.
(Student 410)
The aforementioned answers
illustrate the multidisciplinary view of the
students, although there is a shortage of
more curricular components in the field of
Natural Sciences, according to the analysis
of the PPC of LEdoC. Nonetheless, the
expressed necessity of subjects with the
curricular components of Biology, Physics,
and Chemistry in the curriculum indicates
that the Course and its individuals,
including the undergraduates, interpret the
curriculum in a conceptual, fragmented
and non-thematic manner (Delizoicov,
Angotti & Pernambuco, 2011). The goal of
the inter and transdisciplinarity is not yet
met with the multidisciplinary arrangement
of the LEdoC (Molina, 2015). For that
matter, it is necessary to organize the PPC
of the Course in a way that encourages
inter and transdisciplinary behaviors and
practices knowing that “the subdivision
and compartmentalization of learning
prevent the apprehension of ‘what is
woven together’” (Morin, 2000, p. 45).
Additionally, it is important that the
undergraduates discuss the purposes of
their course, so that they can reflect and be
aware that their education goes beyond
their field of knowledge on Natural
Sciences, although it should not be
marginalized since they are studying to be
teachers (Molina, 2015). Their education
aims to prepare them for an Education of
and for the countryside so that they can act
as critical and transforming intellectuals
inside an extensive educational project of
development which encompasses both the
rural and urban environment (Giroux,
1997; Caldart, 2011).
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
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Final considerations
The study about PA in a LEdoC
demonstrated that there are positive aspects
already determined in this way of
organizing the pedagogic time, and there
are also challenges and uncertainties yet to
be overcome.
On the one hand, the PA opens a
possibility for the undergraduates to
conciliate university studies with their
family responsibilities, their work, and the
onus of distance; and contributes to
bringing teachers, students, and
community together.
On the other hand, there are the
challenges of financial burden on the
undergraduates and the Course since they
have to cover accommodation, transport,
and food expenses; of exhaustion and
underutilization of University Time
organized in full-time classes and with a
duration of less than two months; of the
necessity of bringing students closer to the
university environment and life during the
Community Time; of the importance of the
adhesion of the faculty members of the
course to education methodologies linked
to values and principles of Rural
Education; of the implementation of
integrative alternation, with continuous
communication between university,
schools and rural communities, for a
learning exchange; and the development of
an inter and transdisciplinary Sciences
education, directed to the training of rural
teachers.
Given this situation, it is conclusive
that the PA is a necessary condition for
representatives of the rural population,
especially those already working at rural
schools, to join and, as undergraduates,
remain in Higher Education.
Be that as it may, it is imperative to
study alternatives that allow an
organization of University Time and,
therefore, of Community Time, in the
studied LEdoC, so that these moments can
be integrated, or rather, (re)connected on a
deeper level; in such a way that the inter
and transdisciplinary learning process can
be really promoted, considering the
required time for the students to absorb the
subject’s contents and rejecting
disjunctions and reductions. Under those
circumstances, the alternation must favor
the development of contextualized
educational practices, bringing theory and
practice, scientific and quotidian
knowledge, the undergraduates and their
reality, together, encouraging them to
debate and appreciate it. In this manner,
the PA can contribute to reinforcing values
and principles that anchor the Rural
Education.
It is also noted that there is a
necessity for the LEdoC’s faculty to
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
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further their education, with theoretical and
methodological aspects focused on the
research, reflection, and discussion of the
Rural Education’s history, values and
principles. With this in mind, it is
paramount to build spaces and moments of
connection and dialogue between faculty
members and rural social movements, in
order to create projects that raise critical
and transforming intellectuals.
Lastly, the more imperative necessity
is to revitalize politics and programs that
reinforce and provide material and
pedagogical subsidies for the higher
education of rural teachers. This education
must be part of the schedule of rural
people’s representatives, who make up for
more than 30 million of the national
population. Amidst an economic, social
and political context so permeated with
changes and uncertainties, the
empowerment of rural teachers, through
the improvement of their education, will
result in an empowerment of the
population they serve, and of the nation as
a whole, within a bigger and more complex
project of development of all society.
Despite the limitation of the research
and potentialities of PA in Higher
Education, more studies in different
contexts are encouraged, encompassing
also the views of the faculty and family
members of the undergraduates, in addition
to members of rural communities, rural
schools, and social movements’
representatives. It is still necessary to
further investigate the conception of the
LEdoCs’ subjects about what constitutes
what is rural and what are the limits
between it and the urban side. Similarly, it
is important that the researches also
include the materials and objectives
conditions where PA occurs in the
LEdoCs, the employed study, and
evaluation methodologies and the
relationship between alternation and
curricular structure under different
curricular perspectives.
In short, despite the limitations and
uncertainties, the PA can be seen as a
thread, in the context of Higher Education,
intertwining knowledge, time, space, and
people, on behalf of a more complete and
humane academic development and of an
education for the future.
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i
Appropriate measures were taken to ensure the
acquisition of the Ethics Committee’s approval,
through the process CAAE Nº
66180317.8.0000.8057.
ii
The distinction between rural and urban is unclear
in Brazil (Sposito, 2013). The Undergraduates were
not inquired about their conception of what
constitutes rural. Thus, it is possible that those who
declared residing in urban areas actually live in
rural areas or the opposite.
iii
In the institution’s campus, the benefit of
university dormitories is not granted, nor is any
kind of accommodation or temporary lodging for
the LEdoC’s students.
iv
Those funds have been used to keep PA in the
Course, which generates expenses with
transportation for faculty members (for visits to
rural communities, especially during Community
Time) and students, with didactic materials, with
lodging (through grants of Permanence Support)
and with food.
v
As each teacher has the autonomy to plan, lead the
execution and evaluate the projects, which can be
led by one or more teachers collaboratively, it was
not possible, given the scope of the research and the
obtained corpus, to confirm if there always is an
integration of knowledge between University and
Community Time in each project and activity,
although this is the abiding recommendation on the
Pedagogic Project of the present Course. For the
same reason, subsidies were not found to
characterize in general the type of Pedagogy of
Alternation developed over the Course, of whether
it is integrative, associative, or juxtapositive.
vi
Through the analysis of the resume of 15 teachers
who compose the faculty, it was discovered that
only five of them have finished, or are attending,
graduate school, with a major relating to Rural
Education. However, the majority of the teachers
produce articles, book chapters and publish papers
in events of the area.
Article Information
Received on December 11th, 2019
Accepted on April 07th, 2020
Published on November, 25th, 2020
Author Contributions: The authors 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
Alexandre Leite dos Santos Silva
http://orcid.org/0000-0002-8239-9240
Suzana Gomes Lopes
http://orcid.org/0000-0001-9071-9585
Tamaris Gimenez Pinheiro
http://orcid.org/0000-0001-7246-2691
Gardner de Andrade Arrais
http://orcid.org/0000-0003-2236-6823
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A. (2020). Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges...
Tocantinópolis/Brasil
v. 5
e8088
10.20873/uft.rbec.e8088
2020
ISSN: 2525-4863
24
How to cite this article
APA
Silva, A. L. S., Lopes, S. G., Pinheiro, T. G., & Arrais, G. A.
(2020). Pedagogy of Alternation in the initial training of
rural educators: contributions and challenges. Rev. Bras.
Educ. Camp., 5, e8088.
http://dx.doi.org/10.20873/uft.rbec.e8088
ABNT
SILVA, A. L. S.; LOPES, S. G.; PINHEIRO, T. G.; ARRAIS,
G. A. Pedagogy of Alternation in the initial training of rural
educators: contributions and challenges. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 5, e8088, 2020.
http://dx.doi.org/10.20873/uft.rbec.e8088