A casa, a terra e o mar: os objetos e os espaços no contexto da pedagogia da alternância

Abstract

The thesis is embedded in the Technology and Society matter. From this issue that, in a more specific way, I tried to explain in details the relationship established between the object ‘’family house’’, having the land and sea as laboratories, concrete and symbolical technical fieldsin the context of the Pedagogy of Alternating – PA. The study had as main goal the examination of processes of technical appropriation in the context of the Alternating Pedagogy, based in the interactions between technical fieldsand objects, lived in nine Rural Family Houses – RFH and one Sea Family House – SFH, located in Brazil’s south region, between the years 2010 and 2013.Therefore, some specific goals were set, with the purpose of creating the necessary deepening conditions for the building of a theoretical-methodological apparatus that would allow a precise analysis coherent with the research objectives. Therefore, the following specific goals were settled: the characterization of the Countryside Education and the rationality of its subjects; the systematization in the origins of the Pedagogy of Alternating, as of its theoretical and methodological references; the contextualization of technique, technology and conversation with the countryside; and finally, the analysis of some of the interactions that show in the subjects of study’s daily, that take in account elaborated objects and technical fields and giving new meaning to the diversity of time by the diversity of time and space related to the Pedagogy of Alternating. With the intention of serving the methodological precautions that guide the study, in what concerns its dialogic prism and the understanding of the relations as of the technical codes and designs inherent to the searched context, a group of different methods of research were chosen, keeping in mind the diversity of the subjects of study, wich can be : teachers, monitors, parents or youths in education. Among them, highlights the accomplishment of focus groups, led under the perspective of the so called ‘’common emplacements’’, interviews and stages of life performed with the RFH’s and SFH’s. It is yet necessary to emphasize that the aforesaid study didn’t objective comparative studies between Family Houses, but to understand the heterogeneous and identity modeldynamics that put them together. In sight of the exposed, in terms of synthesis, it is possible to consider that those dynamics are sustained in a plurality of symbolical and concrete elements that dwell in the womb of the movements (political, cultural, religious), in which are placed in its subjects. That means that claiming that the Pedagogy of Alternating can’t be noticed as a non-contextualized formative modality, but deeply associated to the articulations of its subjects, of the contradictions and stresses between the State and eventhe conceptions of faith that guide it. Besides that, highlights the singularities about the construction, elaboration and appropriation of the objects and fields, whose meanings or re-meanings, technical codes or designs are crossed by interactions that occur in space-times of stresses, contradictions and resistences, that permanently dialogue with the issues of technique and technology.