A formação do professor e a Pedagogia da Alternância: contribuições para a educação do campo

Abstract

The dissertation had a focus on the initial formation in the Alternancy Pedagogy to docents who act at fluminenses‟ CEFFA‟s , based on the assumption that this formation, besides capacitating the ones in relation to the specificity of this pedagogy, fills the gap of docents‟ formation in countryside education. So, the general objective of this research was to investigate how teachers‟ formation, related to the Alternancy Pedagogy, has an influence on pedagogic practicing and also the countryside education having as characters the docents and the students of CEFFA‟s in Nova Friburgo city, Rio de Janeiro state. Because of that, it was attempted to analyze, throughout bibliographic and documental researchers, the general context of teachers formation in Brazil during the last decade, besides understanding the appearing and the expansion of the Alternancy Pedagogy in Brazil. According to that, it would be essential to analyze its instruments and the relation with the countryside education, as to verify the strategies and the results of the continued formation in Alternancy Pedagogy in CEFFA‟s. Questionaries with teachers and students, as well as an interview with the ex Pedagogic Consultant of Belgium Institute – Nova Friburgo - Ibelga, were made to understand the practices of this formation. Accordingly to the limits and obstacles of the initial formation on the Alternancy Pedagogy, it was observed that this has an important role on giving knowledge and fundamental looks about the reality in the countryside to the docents. The possibilities of differentiated intervension on this reality, though.