Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences

Abstract

This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational.

Keywords

• Pedagogy of Alternation
• Identities
• Differences