Pedagogy of Alternation as a possibility of permanence of peasants students in a school of Alto Paranaiba region

Abstract

To contemplate the needs of peasant workers is one of the potentialities offered by the Alternation Pedagogy when it is assumed as a formative axis. With regard to EJA, these experiences are scarce. In this article, the objective was to discuss the Alternance Pedagogy as a contribution / strategy to the permanence of peasant students in the EJA in a town of Alto Paranaíba. The research was conducted through interviews with high school students, rural workers, matriculate in the EJA as well as school management. The interview with the school management showed that interest in Alternation Pedagogy aims at a flexibility of time for students, attending to other needs than studies. On the other hand, the analysis of the interviews with the working students shows that the alternation is seen as a formative potential contributing to the reduction of infrequence or school evasion in the most intense periods in its activities in the coffee harvest. In this sense, the Pedagogy of Alternation can contribute both in a more instrumental aspect and, from the emancipatory point of view, as a formative and reflective axis by providing a look at the demands in relation to time and space of these peasant students.

Keywords

• eja
• work
• rural education
• evasion
• alternation pedagogy