Escola família agrícola de Santa Cruz do Sul : pedagogia da alternância e possibilidades emancipatórias.

Abstract

The following dissertation proposes an analysis of the emancipatory possibilities of the women and men that live in the Brasilian countryside, based on the studentteaching praxis applied by them throughout the Pedagogy of Alternance at the Escola Família Agrícola de Santa Cruz do Sul (EFASC). This investigation was concerned with the identification and understanding of this praxis as a way for human emancipation, considering the boundaries of this process as well, in which school, family and community are key actors. Consequently, a participative observation methodology was developed as well as semi-structured interviews with eight scholars and, finally, content analysis. The main theoretical and methodological sources that were used for this research project were Freire (1995); Caldart (2010); Nosella (2014); Triviños (1987); e, Streck and Adams (2014). The student praxis erects itself with the help of concrete situations throughout which the students start building their experiences. These are identified in the light of their engagement and a matrix of popular wisdom and scientifical knowledge. When both collapse onto each other, a new way of modified wisdom is born, offering to them the path to vocation and transforming praxis. The emancipatory possibilities of the countryside people are understood by the dialectical relationship of the "do-discência" and on the assertion that they are the ones that are making history, starring actor of their "becoming in". This way they diversify, their way of (re)producing life involving themselves in education, soil/work and the planet. The emancipatory possibilities are to be found on the defense of local territories, on the agroecological perspective and on the selfassumption of oppressed classes. These are important emancipatory considerations that co-exist in the Pedagogy of Alternance with contradictions and constraints in the frame of global capitalism and its logic of education for the countryside. This implies, as well, a pursuit for the overcoming of the de-humanizing condition that is located in the present time.