Pedagogy of Alternation and Rural Education: from epistemological hybridism’s to symmetry with Popular Education

Abstract

Pedagogy of alternation has been considered a methodological possibility for the rural people’s education, given its pedagogical and political convergence with the principles of Rural Education. However, hybrid experiences have revealed that the epistemological foundations that underpin this Pedagogy have been placed on the margin of practices, emptying the emancipatory potentialities of Alternation. Starting from these meanings, this text which is the result of theoretical reflections, discusses the epistemological principles that underlie the Pedagogy of Alternation, understood as a praxis forged in the unit of time and space, and its contributions to the emancipatory formation of rural people. The assumption of the political role of the Alternation epistemology promotes the disruption of formation based on the time-school and time-community dichotomy. It breaks with a fetishized praxis promoting the transformation-emancipation of these people and their communities. The symmetries between Rural Education and Alternation Pedagogy necessarily evoke overcoming the hybrid variants that this Pedagogy has been assuming in the context of rural people’s education. It requires conceiving the unity that produces time-school and time-community as a formative political process.

Keywords

• pedagogy of alternation
• rural education
• time-school and time-community unit
• emancipation