Pedagogia da alternância e articulação dos agentes formativos de técnicos em agropecuária: interação entre educação do campo e desenvolvimento rural sustentável em Nova Friburgo (Brasil) e Lobos (Argentina)

Abstract

This work evaluates Pedagogy of Alternating as a training strategy for young people from Family Farming. The research was carried out in the rural towns of Nova Friburgo (Brazil) and Lobos (Argentina). The public consisted of teachers and graduates of the Centro Familiar de Formação por Alternância Rei Alberto I (CEFFA CEA Rei Alberto I) and the Centro Productivo Para La Educación Total de Lobos (CEPT Nº. 16 – Lobos). The objective was to analyze how the Pedagogy of Alternating promotes cooperation between agents and students in the training of agricultural technicians capable of understanding their local reality, and who can collaborate in the spread of innovations, particularly in the area of agro ecology. The research was carried out in two schools, based on documents, with the application of questionnaires to the teachers, and in the final stage, questionnaires and interviews with the graduates. The results of the research indicate that the two schools, as educational institutions, are the main hetero-training agents, responsible for planning and organizing the students’ training and mobilizing the other hetero-training agents: the families and agents in the environment. The family plays an important hetero-training role in passing on, to the training entity, the knowledge accumulated over generations. Self-training involves the application of various pedagogical tools. Eco-training occurs when the student manages to see him or herself as a part of their social, environmental and physical environments, in which they are interdependent on each other. Studying the environment and the natural questions of its space for the implementation of a Project is, according to the research, a way of learning with the physical space that surrounds us.