Docência-discência, rupturas e continuidades pedagógicas na formação de monitores e monitoras na Escola Família Agrícola de Vale do Sol.

Abstract

This thesis investigates the training of monitors at the Escola Família Agrícola do Vale do Sol (EFASOL), aiming to understand how this formative process is constituted, highlighting the ruptures and continuities present in the teaching-learning relationship mediated by the Pedagogy of Alternation. The research, with a qualitative approach, is based on a dialogical and participatory perspective, inspired by historical and dialectical materialism, using participant observation, a questionnaire with closed and open questions, document analysis, and the conduction of Dialogical Circles with research participants following a pre-established script. The results show that the training of monitors at EFASOL is a dynamic process, built from the integration of academic knowledge and the lived experiences of individuals from rural areas. Significant ruptures with the traditional model of teacher education were identified, especially in valuing co-learning (do-discência), overcoming the banking model of education, and emphasizing dialogue as a pedagogical principle. On the other hand, continuities persist, reflecting historical challenges in teacher training, such as the prevalence of traditional pedagogical practices and the difficulty in articulating initial training with the specificities of rural education. The thesis confirms the premise that teacher education at EFASOL transcends the boundaries of the school, constituting a journey marked by collective learning and personal and professional transformations. In this process, co-learning emerges as a central element in the construction of formative practices that value dialogue and collaboration, where learning occurs mutually and dialogically, reaffirming the role of individuals as co-authors in the educational process. Thus, this research contributes to the debate on the training of educators in rural areas by problematizing the challenges and contradictions present in this process and highlighting the importance of methodologies connected to local realities. Finally, it emphasizes the need to rethink formative practices beyond the reproduction of traditional models, opening space for the construction of new perspectives on what it means to be and become a teacher in different educational contexts.