A formação através da pedagogia da alternância em agroecologia: um estudo de caso da escola família agrícola de Santa Cruz do Sul, RS

Abstract

The present work attempts to develop the case study of Agricultural Family School of Santa Cruz do Sul (AFSSC), which adopt Pedagogy of Alternation to conduct the teaching and learning process. Hence, the pedagogic project is based on a theoretical approach that contributes to decrease impacts of agriculture on the environment, through an agroecological perspective. The advent of Family Educational Centres of Alternation Training, constituted by Rural Family Houses, Sea Family Houses, Rural Community Schools and Agricultural Family Schools, the Field Education attempts to develop a new perspective for rural community through a brand-new education process in Brazil. The Pedagogy of Alternation is grounded on four pillars, such as the Local Association, Alternation, Environmental Development and Full Training. Furthermore, appropriated methodological tools are applied to enable the teaching and learning process. The pedagogical instruments used in Family Farm School of Santa Cruz do Sul are the Pedagogical Study Plan, Reality Notebook, Observation Sheet, visits and study tours, internships, visits to Families, Meetings, as well as the Young Professional Project, among others. The issue surrounding this research lies in the analysis of the possibilities and difficulties of the Pedagogy of Alternation and the teaching of Agroecology developed in both AFSSC and family farming. The general purpose of the research is to understand the importance of both Pedagogy of Alternation and teaching of Agroecology in the technical training of final year students of AFSSC. Hence, we performed a quali-quantitative study, with emphasis on qualitative aspects of the research. Techniques of observation, semi-structured open interviews and questionnaires, field notebook and analysis of documents were used. Thus, 25 students pursuing the final year of school, belonging to administrative representation of the School and the Pro-Family Agricultural Schools state association were interviewed. Therefore, we highlight positive outcomes, such as the students' intentions to stay and develop the rural community, rescuing and respecting knowledge of their ancestry, as well as a better understanding of agroecological principles and the effectiveness of building knowledge through Pedagogy of Alternation and its actors.