Tendências descoloniais na pedagogia da alternância da escola família agrícola de Santa Cruz do Sul.

Abstract

The alternation pedagogy of/in the Escola Família Agrícola de Santa Cruz do Sul (EFASC), from its epistemological articulations and its praxis, can be understood as an experience that, in its struggle for rural education, plots paths oriented towards decolonialization, enabling us to understand and analyze it as a decolonial pedagogy. This is the thesis supported in the present investigation, which had as central categories decolonial tendencies and alternation pedagogy. This is a qualitative participant research whose methodology was developed during the COVID-19 pandemic period. The research had the participation of 11 researchers, who play different political and social roles within the EFASC, with whom semi-structured interviews were carried out. Furthermore, this investigation was built from the physical and virtual participation in different spaces and moments according to the pedagogical instruments of the alternation pedagogy. The objective of the research was to understand and analyze how/what are the decolonial tendencies present in the praxis and methodologies of/in the pedagogy of alternation at EFASC and how these tendencies contribute to the plot of a decolonial pedagogy. In order to do so, we theoretically link ourselves to Freirean pedagogy, to studies on the pedagogy of alternation and rural education and to decolonial studies of the modernity-coloniality group. For the analysis of the research data, we proposed elements of content analysis combined with some steps of the “translation work”. The problematizations, the thesis brings the decolonial tendencies situated as historical, epistemological and methodological movements that are located in the field of possibilities of being and becoming through four dimensions: a) knowledge of reality; b) work and its products; c) popular knowledge and everyday popular science; d) available and possible experiences. From the analysis, we understand that the pedagogy of alternation produces a set of epistemic disobedience that coexist with the colonial wounds of modernity-coloniality, resisting and subverting the logic of exploration, domination and oppression linked to the colonialities of power, knowledge and being. In this context, the decolonial tendencies of this pedagogy allow the emergence and the weaving of another rationality, for/with other subjects who, through problematization and criticality, make up their being in the world and with the world towards decolonialization.