A prática da alternância e a disciplina de biologia: contribuições para formação de jovens da Educação do Campo

Abstract

The pedagogy of alternation arises through small farmers in the year of 1935 in the Southwest of France with the Maisons Familiales Rurales project. In Brazil, it appeared in 1969 with the establishment of the first Agricultural Family Schools, which later gave way to the Rural Family Houses, which exist until the current days, and has as its principle the practice of the pedagogy of alternation. In this model, the young man from the field studies close to his community, with alternation of time between school-family-community, where his living experience needs to be considered, along with guidance through scientific knowledge and technological innovations. This model of education is directed to the rural youth and should have in its Political Pedagogical Project the disciplines and their specific practices, but without disregarding the general disciplines contained in the National Curricular Common Base. And in this context, it is understood that the discipline of Biology is important in the technological teaching of Agriculture, which will be investigated, and serves as a basis for the understanding and learning of scientific knowledge. The current work had as general objective to analyze how the discipline of Biology is taught in its theoretical and practical content, from the pedagogy of alternation. The study was conducted at the Rural Family House, located in the municipality of Presidente Tancredo Neves, in the Southern Bahia Lowlands. The methodological approach was qualitative of descriptive character. The research was, mainly, Field. The procedures for collecting the information in the field were semi-structured interview and in loco observation. The main results indicated an inadequacy in the biology class schedule, an insufficiency in the hours dedicated to the discipline, and reduced application of practical classes. Therefore, it is believed that changes in the current model are necessary in relation to the class schedule, increasing the workload and also in the number of practical classes contextualizing them with the reality of the young people living in the rural communities in order to make possible the strengthening of the relations between school-family-community as a process of resignification of rural based on the pedagogy of alternation.