Social voices, rural education and life projects: A dialogical analysis of practices at SERTA (Alternative Technology Service)

Abstract

The main objective of this article is to understand the educational practices of Alternative Technology Service (SERTA), through the contributions of the Educational Support Program for Sustainable Development (PEADS) for the construction of students' Life Projects. Based on the Dialogic Discourse Analysis (DDA) of the Bakhtinian circle, it is intended to analyze, in what way and to what extent, the social voices that permeate the experienced activities are perceived in the statements of the subjects that permeate this educational space and contribute to your Life Projects. The results point to the PEADS methodology and Pedagogy of Alternation experienced in SERTA, as possibilities for individual and collective growth and contribute to the protagonism of the subjects, the awakening of the feeling of belonging to a social group, the motivation to learn, research and share the diverse knowledge that is learned in the course, either during the moments of immersion of school time (ST), or in the activities of community time (CT), by providing the opportunity for individual and collective listening and appreciation of the subjects throughout the entire educational process experienced in the Technical Course in Agroecology.

Keywords

• rural education
• life projects
• serta.