Territórios educativos na formação por alternância: escola - família - comunidade

Abstract

This article aims to dialogue about Alternation Formation and its confrontation with Non-School Education. The methodology adopted for this work was bibliographic and documentary research, based on the literature review of authors who deal with the theory of non-school education and alternation pedagogy. The Article points out that the popular education movement signals new possibilities for formation, expanding the territories of education, since the school is only one of them. The Alternation Pedagogy practiced in the Family Agricultural Schools also presents concepts of the school beyond the school. The formative processes developed in formation by alternation in these schools break with hegemonic ideological logics that limit educational territoriality to the formal school environment by bringing different actors, educational times and territories into interaction. When proposing new methodologies for the development of pedagogical praxis through the interaction between school and community, Alternation Pedagogy recognizes the plurality of educational processes developed in different times-spaces. The formation processes that involve families and partners, as well as the educational processes with the alternating ones, go beyond the school territory, expand to other territories, the community, social movements, trade unions, Non-Governmental Organizations, among others. In this movement, the school is tensioned to re-elaborate its representations about its place of knowledge production and assumes the other places with its educational dimensions, expanding the vision and the concept of school beyond itself.