Formação integral nas pesquisas sobre pedagogia da alternância

Abstract

The integral formation of the students is an objective of several educational proposals and can respond to different projects, from the most conservative to the most progressive. In addition to being objective, integral formation is a pillar that supports the Pedagogy of Alternating practiced in the Family Centers for Alternation Formation, more specifically, in the Family Agriculture Schools and Rural Family Houses. Based on studies that prove that Pedagogy of Alternating is present in several academic researches, this work aims to reflect on the concepts of integral education that are present in research carried out in postgraduate courses, at master’s and doctoral level, in Brazilian universities, from 2007 to 2019. After surveying the academic production carried out on Pedagogy of Alternating in and on the Family Centers for Alternation Formation mentioned above, a classification of the productions was carried out according to the theme emphasized in line with the elements that give effectiveness to this educational proposal: development of the environment, integral formation, alternation and local association. The 26 studies classified within the thematic integral formation were analyzed in the light of three educational conceptions that aim at the integral formation of the students: socialist, anarchist and liberal. The analyzes led to the understanding that 17 works bring the socialist perspective, both to criticize the methodological theoretical assumptions defended by Pedagogy of Alternating, as well as to align Pedagogy of Alternating with a counter-hegemonic conception of education. No work analyzed has brought the anarchist perspective, although it provides an important theoretical and practical contribution to this field of study. As for the liberal perspective, 8 studies take it to understand Pedagogy of Alternating as a practice aligned with the recomposition of hegemony. It is noteworthy that only 1 study was not analyzed due to lack of access to its entire content. It is concluded, in this way, that the works on Pedagogy of Alternation that approach Integral Formation present a diversity of conceptions. Integral formation can be linked to a project of human emancipation as well as to a project of adaptation and reproduction of society. When there is no clarity about the historical project that goes hand in hand with such conceptions, there is a risk of confusing discourse semantically similar to the effective intentionality that arises from the origin of class. Pedagogy of Alternation does not intend to present a proposal against hegemony, só it can only be reflected from the milestones of liberal pedagogy.