The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245 |
Resumo: | 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. |
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The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ESThe contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ESLa contribución de la Pedagogía de la Alternancia y el proyecto de jóvenes profesionales en los proyectos de vida de jóvenes graduados de la EFA de Jaguaré/ESThe contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ESA contribuição da Pedagogia da Alternância e do projeto profissional jovem nos projetos de vida de jovens egressos da EFA de Jaguaré/ESIn 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.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.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.Neste artigo, buscamos verificar a contribuição da pedagogia da alternância nos projetos de vida laborativa dos estudantes que concluíram o curso Técnico em Agropecuária na Escola Família Agrícola de Jaguaré. Expomos parte de uma pesquisa desenvolvida por meio de um recorte temporal, compreendido entre os anos de 2011 e 2016 onde investigamos os jovens egressos da EFA nesse intervalo, mediante a participação livre e voluntária dos mesmos enquanto sujeitos dessa análise. O objetivo foi investigar a realidade desses jovens onde procuramos especificamente compreender se esses jovens colocaram em prática o Projeto Profissional Jovem (trabalho final do Curso Técnico em Agropecuária) em suas propriedades buscando autonomia profissional; verificar a permanência ou não no campo, bem como a continuidade dos mesmos nos estudos. Os resultados revelaram que os jovens colocaram em prática os projetos, deram continuidade dos estudos e permanência no campo, mantendo-se economicamente por meio de atividades agropecuárias com a família e outros jovens pluriativos. Constamos, nesse contexto, que a Pedagogia da Alternância tem se destacado no desenvolvimento da formação integral dos jovens rurais que vivenciaram essa pedagogia. A conclusão aponta desafios e proposições quanto às possibilidades de avanço no campo dos projetos na agricultura familiar. Palavras-chave: Projetos, Jovens Rurais, Pedagogia da Alternância. La contribución de la Pedagogía de la Alternancia y el proyecto de jóvenes profesionales en los proyectos de vida de jóvenes graduados de la EFA de Jaguaré/ES Resumen En este artículo, tratamos de verificar la contribución de la pedagogía de la alternancia en los proyectos de vida laboral de los estudiantes que concluyeron el curso técnico en Agropecuaria en la Escuela Familiar Agrícola de Jaguaré. Presentamos parte de una encuesta desarrollada con arreglo de un recorte temporal entre los años 2011 y 2016, donde indagamos a los jóvenes graduados de la EFA en ese intervalo, a través de su libre y voluntaria participación como sujetos de este análisis. El objetivo fue investigar la realidad de estos jóvenes dónde buscamos específicamente entender si estos jóvenes pusieron en práctica el Proyecto de Jóvenes Profesionales (trabajo final del Curso Técnico en Agropecuaria) en sus fincas, en busca de la autonomía profesional; Verificar la permanencia o no en el campo, así como la continuidad de los mismos en los estudios. Los resultados revelaron que los jóvenes pusieron en práctica los proyectos, continuaron sus estudios y permanecieron en el campo, manteniendo económicamente con arreglo de actividades agrícolas con sus familias y otros jóvenes. En este contexto, observamos que la Pedagogía de la Alternación ha destacado en el desarrollo de la formación integral de los jóvenes rurales que han experimentado esta pedagogía. La conclusión apunta los retos y propuestas con respecto a las posibilidades de avance en el campo de los proyectos en la agricultura familiar. Palabras clave: Proyectos, Jóvenes Rurales, Pedagogía de Alternancia. 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.Universidade Federal do Tocantins2019-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/724510.20873/uft.rbec.e7245Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e7245Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e72452525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245/16121https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245/16136Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessOliveira, Eric deBenevenuto, Mônica Aparecida Del Rio2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/7245Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES La contribución de la Pedagogía de la Alternancia y el proyecto de jóvenes profesionales en los proyectos de vida de jóvenes graduados de la EFA de Jaguaré/ES The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES A contribuição da Pedagogia da Alternância e do projeto profissional jovem nos projetos de vida de jovens egressos da EFA de Jaguaré/ES |
title |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
spellingShingle |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES Oliveira, Eric de |
title_short |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
title_full |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
title_fullStr |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
title_full_unstemmed |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
title_sort |
The contribution of the Alternation Pedagogy and the young professional project in the life projects of young graduates of the EFA in Jaguaré/ES |
author |
Oliveira, Eric de |
author_facet |
Oliveira, Eric de Benevenuto, Mônica Aparecida Del Rio |
author_role |
author |
author2 |
Benevenuto, Mônica Aparecida Del Rio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Eric de Benevenuto, Mônica Aparecida Del Rio |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245 10.20873/uft.rbec.e7245 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245 |
identifier_str_mv |
10.20873/uft.rbec.e7245 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245/16121 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7245/16136 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e7245 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245 Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7245 Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e7245 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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