The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES

Abstract

In this article, we seek verify the contribution of the alternation pedagogy in the projects of working life of the students that concluded the Technical course in Farming in the Agricultural Family School of Jaguaré. We exposed part of a research developed through a temporal clipping between the years of 2011 and 2016, where we investigated the young graduates of the EFA (abbreviation for Agricultural Family School in Portuguese) in that interval, upon their free and voluntary participation as subjects of this analysis. The objective was to investigate the reality of these young people where we specifically sought to understand if they put in practice the Young Professional Project (final work of the Technical Course in Farming) in their properties seeking professional autonomy; verify the permanence or not in the countryside, as well as the continuity of the same ones in the studies. The results showed that the young people put the projects into practice, continued their studies and remained in the countryside, maintaining themselves economically through agricultural activities with their families and other young people. In this context, we noticed that the Alternation Pedagogy has stood out in the development of the integral formation of rural young people, who have experienced this pedagogy. The conclusion points out challenges and propositions regarding the possibilities of advancement in the countryside of projects in family agriculture.

Keywords

• projects
• rural youth
• alternation pedagogy