Pedagogia da Alternância: letramentos na Educação do Campo

• Autor(a) principal: Silva, Carlos Antônio Andrade
• Data de Publicação: 2020
• Outros Autores: Neves, Miranilde Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/5002
• topic: Educación del campo. Prácticas de Letramentos. Pedagogía de la Alternancia.; Rural Education. Literacies Practices. Alternation Pedagogy.; Educação do Campo. Práticas de letramentos. Pedagogia da Alternância.; 370 - Educação

This article aims to investigate how literacies learning occur in language classes, when mediated by pedagogical alternation. It is the result of a research project developed with PROEJA classes from a Federal Institute of Education in Northern Brazil. We opted for the qualitative approach, as it is concerned with aspects of the reality produced by the interaction between school time and community time: alternation pedagogy. In this context, the data collection took place through the bibliographic review of references in Rural Education: Camilo (2008), Arroyo (2004); in literacies field: Soares (2006), (2009), Marcuschi (2001), Rojo and Moura (2012); and in Alternation Pedagogy: Brambati (2014), Gimonet (1999), and through semi-structured questionnaires for language teachers, coordinator and students of PROEJA. With regard to literacies practices, it was confirmed that these only occur significantly when teachers understand and apply alternation pedagogy through everyday textual genres, because once produced in community time, they dialogue with pedagogical practices developed at school time - a question proven in the research responses.