A Pedagogia da Alternância e o desenvolvimento territorial na Comunidade Quilombola Mumbuca atendida pela LEdoC de Tocantinópolis – TO

Abstract

This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.