A metodologia da pedagogia da alternância e suas contribuições para o desenvolvimento das comunidades do campo no município de Cametá/PA

Abstract

This paper analyzes the contributions of the Rural Family House from the Pedagogy of Alternation for the development of communities in the municipality of Cametá field. Specifically examined the participation of graduates and other subjects in the formative processes in conjunction with the development of communities and the repercussions on the theoretical and practical experience in the community. Based on the qualitative approach, using the Semi-Structured interviews with youth, parents, monitors, teachers, coordinating education, graduates and representatives of social movements, beyond the analysis of documents that give legal support to the experience, students’ notebooks, reports the activities of students, teachers and pedagogical coordination. It was found that the experience is meaningful for the subjects of the field since it has combined education and work practices, development of production units with the introduction of techniques related to family farming and community empowerment in the struggle for legitimation of social rights.