Projeto profissional do/da jovem : princípios ambientais críticos e agroecológicos da pedagogia da alternância.

Abstract

This dissertation is linked to the CNPq Research Group on Popular Education, Participatory Methodologies, and Decolonial Studies within the Graduate Program in Education at the University of Santa Cruz do Sul (UNISC). It focuses on intertwining the themes of critical environmental education and agroecology with the pedagogy of alternation. Its general objective was to understand how the principles of critical environmental education and agroecology are present and/or absent in the pedagogical process of alternation-based education. Specifically, it aimed to: 1) Connect rural education and the pedagogy of alternation, mapping the state of knowledge through scientific articles since the pedagogy of alternation arrived in Brazil; and 2) Identify and understand how the principles of critical environmental education and agroecology are present and/or absent in the pedagogical process of alternation-based education conducted by the Agricultural Family School of Santa Cruz do Sul (EFASC) in Rio Grande do Sul, Brazil, through the Pedagogical Instrument (PI) called the Youth Professional Project (PPJ), which systematizes the teaching-learning process for third-year high school students. This qualitative research included a methodological approach based on the document analysis of the PPJs, covering five analytical dimensions: 1) The context in which the document was produced and is situated; 2) The authorship of the text; 3) The authenticity and reliability of the text; 4) The nature of the text and the medium for which it was written; and 5) The key concepts and internal logic of the text. The theoretical perspective adopted was historical-dialectical materialism and critical environmental education. Based on the analysis, it was possible to describe and analyze the state of knowledge on the pedagogy of alternation as informed by scientific articles, mapping theses and dissertations intertwined with the historical and dialectical evolution of rural education in Brazil. Additionally, the documents analyzed revealed the presence of principles of critical environmental education and agroecology, based on experiences with beekeeping, and the relationships among productive and reproductive work, land use, the valorization of experiential knowledge, and a concern for maintaining common resources for present and future generations, viewed through the critical and hopeful perspective of the youth within their community.