A pedagogia da alternância e a casa familiar rural de Belterra: experiências de jovens egressos

Abstract

This research sought to investigate the training process of graduates of the Rural Family Home (RFH) Community School in Belterra with a view to understanding and contextualizing the Alternation Pedagogy and its network organization structure, understanding the professional education of young alternating students at the RFH in Belterra based on the Training Plan and its formation for the development of the environment, and reflecting among the graduates how they see the contributions of training at the RFH in terms of improving productivity, the economy and the quality of life in the community where it is located. The research adopts a qualitative approach, using methods such as bibliographical research, semi-structured interviews and content analysis, involving 6 (six) graduates aged between 15 and 25 who underwent a course lasting between 18 and 24 months. The interviews focused on personal issues, young people's professional projects and work-related topics. The theoretical framework is based on authors such as Gimonet (1999), Begnami (2004), Morin (2011), Meneses (2010) and Ferreira (2015). The research highlights the permanence of young people in the countryside. It suggests the need to turn Rural Family Houses into public policy to integrate these institutions into educational systems. In addition, the actions of the Rural Family Education and Training Centers (CEFFAs) are linked to Rural Education and the struggles of social movements. The study contributes to evaluating the graduates' work in social movements and economic activities and the development of the properties, highlighting the importance of the curricular proposal focused on rural education, which was internalized in the Belterra Rural Family House.