A Pedagogia da alternância na licenciatura em Pedagogia/PRONERA/UFPB: contribuições à comunidade camponesa

Abstract

The present work deals with the Pedagogy of Alternation, a theoretical-methodological proposal of the National Program for Education in Agrarian Reform (PRONERA), undertaken in the Pedagogy course offered by the Federal University of Paraíba, in a specific PRONERA class. The research aims to: Explain the repercussion of the Pedagogy of Alternation of the degree course in Pedagogy/PRONERA/UFPB, in the quilombola community of Mituaçu (Conde-PB). This research unfolds into the following specific objectives: Contextualize Alternation Pedagogy and PRONERA, pointing out its origin, specificities and contributions to the training of rural educators; identify the challenges and difficulties of alternating in the Pedagogy/PRONERA/UFPB course; identify the incidence and repercussion of alternation training in the community and in the lives of student(s) graduating from the course. Studying Alternation Pedagogy in PRONERA and its repercussions on the quilombola community involves the repercussions of alternation training on the community and on the lives of students graduating from the course. For theoretical foundation, we sought the studies of: Caldart (2004); Arroyo (2007); Gimonet (1998); Nosella (2012); Correia (2011). This is Field Research, of the case study type, with a qualitative approach. The research subjects showed that, throughout the periods, connection with identity was possible, as the course progressed, greater integration into the community was achieved. These results confirm that the Pedagogy of Alternation had an impact and/or impact on the community, contributing to the improvement of education in the quilombo.