Alternation Pedagogy in Espírito Santo State and the Agricultural Family School of São Bento do Chapéu

Abstract

This article has as its general objective to discuss how the Agricultural Family School of São Bento do Chapéu conducts the training of the subjects that have passed through the institution throughout its existence and also which were the contributions to rural communities of the municipalities of Domingos Martins, Marechal Floriano and Santa Leopoldina municipalities. This is a qualitative research, and was characterized as a case study. Data collection was carried out through two sources: the first one focused on the historical rescue of the São Bento do Chapéu Agricultural Family School; the second one by the application of a structured questionnaire containing questions that were answered by the institution's former students. The research has as a theoretical foundation Nosella (2012), Freire (1996) and Begnami (2006), among others. The study highlighted that the perspective of the Alternance Pedagogy as an epistemological process and methodological organization promotes the approximation between the school and the families; it also articulates practical and theoretical knowledge of communities and of those that make up the school curriculum. These characteristics qualify and make learning more meaningful and students’ training more contextualized and effective.

Keywords

• alternation pedagogy; rural education; agricultural family school