Educação do campo e pedagogia da alternância: desafios e potencialidades para o ensino de Ciências

Abstract

To think of “Pedagogy of Alternation” demands to go deep into the concepts, origins and politics of rural education that have been developed in schools that are not located in urban spaces but in those including “quilombola”, riverside, fishing, indigenous, rural communities and other communities which emerge from agrarian reform settlements. On one hand, for the government concerned with a fast restraint on rural exodus rural education should reproduce urban-centered knowledge as a framework. On the other hand, for the people living in rural areas education must be contextualized with reality itself, as a way of valuing their culture, identity and ancestral knowledge. Hence, the purpose of this work is to examine the potentialities of the methodological approach of the Alternation Pedagogy and its contributions to the teaching-learning process of students who attend school in rural areas, with special focus on Science teaching and articulation with STSE (Science, Technology, Society and Environment) approach in building an awareness of social, personal and collective, cultural and environmental responsibility in addressing community problems. The methodology used in this work was of qualitative character and based on the analysis of the legal frameworks and official documents dealing with rural education and the Pedagogy of Alternation that, together with a bibliographic research, made it possible to identify, briefly, the state of the art of the conceptual categories involved in the study, establishing, as modus operandi, a previous reading of the literature on the theme. The results points that addressing issues within the science curriculum which dialogue with students' experiences constitutes the challenge that schools, specifically those in rural areas, face, since contextualizing in an interdisciplinary approach requires initial and continuing education for teachers as well as a link with the community in which they work. In the light of this, from the unique experience of providing assistance to rural population, that the Alternation emerges, encompassing the spaces not only of production, but also of the organization, valorization and communication, with the school, the family and the community as a starting point, respecting all the socio- cultural knowledge constructed and transmitted and effectively contributing to the emancipation of the rural peoples