Pedagogia das vozes e dos silêncios : experiências das mulheres na pedagogia da alternância da Escola Família Agrícola de Santa Cruz do Sul - EFASC .

Abstract

Women and the pedagogy of alternation on the Agricultural Family School of Santa Cruz do Sul are the mainstays that knit this thesis between work and education, aiming to analyze the presences and absences of women experiences in pedagogy as a formative process in which they build pedagogies of voices and silences through care, household, nursing, and farming work. We affirm that the voices and silences of the EFASC women constitute our epistological, historical, pedagogical, and ontological, which allow us to think of a feminist pedagogical political alternative, having work and agroecology as educational principles. The concepts of rural education and popular education tend to run through their constitution and praxis. We opted for a feminist participatory research, understanding that knowledge is installed, temporary, open and knotted with power relations. Affected by social distancing due to the COVID-19 pandemic, we reorganized our research strategy and prioritized actions for the participation of EFASC women virtually. For this, in addition to recording in a field diary, we conducted semi-structured interviews with twenty-one women and a questionnaire with open questions for thirty three under graduates. We established permanent dialogues and after the transcriptions and systematization of the information, we performed the content analysis. We understood that their presence in the pedagogy of alternation occurs through jobs and social functions that they perform in and with the EFASC, that is, they are supervisors, farmers, leaders, wives, mothers, grandmothers, students, graduates, activists that, based on their relationship between work and the education of themselves and others that are involved in their existence, produce experiences of class, gender, race / ethnicity. This tripod structures society, and in the EFASC alternation pedagogy, it is translated into production, social and societal reproduction in the day-to-day life of its existence. We understand that there is a “folding” in the pedagogy of alternation that allowed us to recognize and analyze the presence and absence of women through “saying what you think”, which, categorized in the pedagogy of voices and silences, will be translated in struggles, resistances, strategies, reflections, reproduction and production of knowledge or "knowledge from experience", now echoing the "submissions", historically and culturally created on what it is to "be a woman", or seeking "to be more" freeing herself, through the consciousness of herself and the world, from the plots of oppression-forced labor-domination. We were able to identify the possibility of pedagogy of ecofeminist alternation emergence in the EFASC having work and agroecology as an educational principle in the center of life maintenance tasks.