Pedagogia da alternância: limites e perspectivas do Projovem Campo em Minas Gerais

• Autor(a) principal: Moura, Regina Celi Alvarenga de
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3423
• topic: Projovem Campo; Pedagogia da alternância; Educação do Campo; ProJovem Field; Educative alternations; Field education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation is embedded in a context of discussion about educational programs and projects conceived in the context of public policy and who have been put into effect at rural areas in recent decades. Our goal with this research was to analyze the social representations of educators of ProJovem Field Program Knowledge of the Earth state of Minas Gerais on the Pedagogy of Alternation in order to identify signs of possible education alternations that have been built in the program. Grounded in theoretical and methodological assumptions of qualitative research, we used technical procedures data in a combined way: documental analysis, questionnaire and semi-structured interview. The collected data were analyzed from the perspective of the Content Analysis Method. Considering that during the period of the research the program has been already in progress, for the purpose of analysis we established a time frame that corresponded to the period of its implementation, in August 2009 until October 2010. Taken together educators represent the Pedagogy of Alternation as an innovative proposal to provide education that enables young farmers an education that is closer to their experiences, their culture and knowledge. The idea of an innovative approach to education is anchored in the possibility of developing pedagogical practices that are not possible in regular education, as linkage between theory and practice, switching times and educational spaces, approximation with student´s reality. Although the educational practices developed by educators in the program does not approach the pedagogical dynamics of the Pedagogy of Alternation, they assume the contours of an education that seeks to enhance the young farmer as the protagonist of his teaching and learning. However, our data reveal some weaknesses and contradictions in the implementation of the ProJovem field Program in our state, indicating, among other things, the risks of simplification of switching as pedagogical dynamics and limitations to effect via State an education committed with the transformations of the field and with the role of its social subjects.