A materialidade da pedagogia da alternância: contribuições para a prática educativa docente do curso de agronomia no âmbito do Pronera em Iturama-MG, campus da UFTM (2018-2022)

Abstract

This research is the result of an investigation at the stricto sensu at Doctoral level of the Post graduate Program in Education at the Federal University of Uberlândia/MG, within the line of research “State, Policy and Management in Education”. The announced research problem is: in what way the experience in the practice of teaching, in the period of 2018-2022, with the Pedagogy of Alternation (PA) in the Graduation course in Agronomy at UFTM/Pronera/campus Iturama/MG, brought contributions to the teacher's educational practice and instigated the systemic teacher training, especially in pedagogical training? The general objective was to understand the contributions of the Pedagogy of Alternation, as a theoretical-methodological policy in educational practice and systemic continuing education of the teacher who works both in the regular Agronomy Graduation Course as well as in the Graduation Course in Agronomy/Pronera at UFTM /Campus Iturama/MG, in the period of 2018-2022. Concerning methodology, it is a qualitative approach study, with a defined bibliographic, documentary and case study. A questionnaire was used as a tool for data collection and sent by means of Google Forms. The epistemological basis that guided the analyzes was the dialectical historical materialism. The research participants who answered the questionnaire by e-mail were the Scholars who occupy or have occupied the positions of Teacher-educator and Teacher-advisor by means of a Simplified Internal and External Selection Process, intended to hire them, for a determined period, in order to attend the Bachelor’s Degree in Agronomy Graduation Course/Pronera, and also the students from the Agronomy/Pronera class offered in the Pedagogy of Alternation (PA), modality made possible by means of an agreement with the National Program of Education in Agrarian Reform (Pronera) of the National Institute of Colonization and Agrarian Reform (Incra). The results show that the Pedagogy of Alternation as a theoretical-methodological policy contributed to the teacher's educational practice of the Agronomy Course within the scope of Pronera and that the transforming praxis is recognized by the participants in the understanding of the contents and essential methodological directions for the conduction of a Pedagogy of Alternation that was closer to the reality experienced by students and teachers, educators and advisors. The agronomic engineers who will complete the mentioned course have a generalized training, as the curriculum was not dichotomized for students who attend the regular course or the Pronera class, striving for equity since society is divided into two social classes: dominant and dominated. The PA is consistent with what the Historical-Critical Pedagogy advocates, for which the school represents the only institution able to bring knowledge in a systematic way using contents and methodologies that allow the new generations to understand the social relations of production and the needs of humanity. It is worth mentioning how different the agronomy/Pronera group is in the commitment to assume the leading role of their land with their families, according to the principles announced in the Pronera Manual because based on the diagnosis of their own realities, the students were able to interact with the community in which they are inserted in order to become agents of change so that the individual needs join their collective ones.