Entre fios, retalhos e uma colcha: as costuras da escola Família Agrícola Padre André em Correntina- Bahia

Abstract

The present work aimed at analyzing the meanings attributed by subjects involved in the historical process of the Padre André Agricultural Family School (EFAPA), in the municipality of Correntina - Bahia, about the unfolding of this action in the ways of life of the territory. The research was motivated by study and research experiences in the course Licenciatura em Educação do Campo with emphasis in Agricultural Sciences, at the Teacher Training Center of the Universidade Federal do Recôncavo da Bahia (CFP/UFRB), Amargosa campus - BA. We also highlighted contributions from studies and problematizations made in the Teaching, Curriculum and Training Research Group (DOCFORM), and in the Research and Extension Group - New Social Cartography (NEA). The work presented conjectures about the Family Agricultural Schools, bringing specificities of EFAPA, located in Correntina, Western Bahia. It talked about the origins of the Pedagogy of Alternating Cycle and its main pedagogical elements, principles, and actors that build it over time. The methodology was guided by a qualitative research approach with a literature review on the theme, document analysis, and semi-structured interviews with social agents who made the implementation of the EFA possible. To discuss the data we used the content analysis technique. The study was based on readings of Popular Education and Alternating Cycle Pedagogy. Listening was essential for reflection on the motivations, limits, and possibilities for maintaining EFAPA's development project over its more than 28 years. As a result, the study pointed out several potentialities of the Pedagogy of Alternating Cycle, its configuration as an alternative of emancipating education. The listening highlighted the work at the grassroots as a great ally in the formation process of the subjects involved in EFAPA. They also reflected on the difficulties of the rural schools linked mainly to the lack of assistance from the competent organs (absence of effective public policy), as well as the crucial importance of reflecting on strategies of financial and administrative self-management as an alternative for the existence of the EFAPAs. The testimonials indicate that agribusiness is a great villain for the peasant people and for the way of doing education in EFAPA, and that the dispute for land and water in this territory are also linked to the dispute for knowledge, therefore they are faces of the same struggle.