Dois tempos, vários lugares: trabalho e emancipação em alternância

• Ano de defesa: 2017
• Autor(a) principal: Leandro Luciano da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Trabalho; Alternância; Tempo escola; Tempo comunidade; Emancipação; Educação para o trabalho; Educação; Educação rural; Comunidades agrícolas; Trabalhadores rurais Educação; Famílias rurais; Escolas rurais
• Link de acesso: http://hdl.handle.net/1843/BUBD-AW9NGH

The purpose of the present study is to expose the emancipatory potential of Pedagogy of Alternation within the Tabocal Agricultural Family School (EFATabocal), located in the Primavera Community - São Francisco - Minas Gerais. Ethnographic research was chosen to meet the purpose of the study. Electing Alternation as the object of analysis, the researcher assumed to adopt the path of alternation in the Gerais area of Minas Gerais. School time and community time dictated time and space of the research. Therefore, it was necessary to track the path of the students and to recognize what the subjects involved in the educational process of alternation say about it. It was observed that Pedagogy of Alternation is not limited to school time and community time, but forged by both "times" and in several places, which are not independent, but are amalgamated in the process of teaching and learning in which work is a dominant category. The results show what alternation means for the students, families and communities involved in this pedagogical project. It was noticed that the Tabocal Agricultural Family School is not simply an anti-hegemonic project of education, but a project loaded with life and hope from the communities involved. The alternant is not a living investment of the family, but a community investment. It is not expected that students only accomplish academical goals, but that they transform reality in each community. Thus, it can be concluded that the emancipatory potential of alternation happens through closeness, from the involvement of the subjects [student, school, community], that contribute to the omnilateral formation of the alternant and provide self-determination instruments for reality and community transformation.