THE TRAINING PROCESS VIA ALTERNANCE IN THE FAMILY AGRICULTURAL SCHOOL – EFAR

Abstract

The purpose of this article is to discuss vocational education via alternation pedagogy carried out by Agricultural Families Schools – EFAs. To do so, we reflect on the relationship between technical education and training via the pedagogy of alternation in the professional training of young people. The analysis focuses on the contributions, tensions, and contradictions of these teaching practices from the perspective of the school-work relationship. The data come from the master’s research, in progress, entitled “Training processes via alternation: graduates of the Rosalvo da Rocha Rodrigues Family Agricultural School – EFAR”. The study is based on the historical-dialectical materialism method. The analysis process took place through interviews with six EFAR graduates. The discussion starts from the following problem: does vocational education, via alternating EFAs, favor emancipation or subordination in the socio-professional insertion of young peasants? The results point out that the pedagogy of alternation acts against the grain of technicality, supported by the principle of social organization of the social movements of the struggle for/on the land, the EFAs carry out a formative process in the perspective of education and work in a humanizing way of human emancipation.