Abstract
This article results from a broader study and aims to analyze the perspectives of Alternation Pedagogy that guide the Political-Pedagogical Projects of the Agricultural Family Schools (EFAs) of Porto Nacional and “Zé de Deus”, from Colinas do Tocantins, and verify which pedagogical instruments are indicated to monitor didactic-pedagogical activities in the process of making alternation effective. The Alternation Pedagogy happens in rotation times / spaces (school-community), with didactic-pedagogical instruments developed from and based on the reality of the school and its students. The methodology used was the bibliographical search plus a qualitative approach. Thus, bibliographical studies were carried out to get a deeper knowledge about Rural Education and Alternation Pedagogy, as well as the analysis of the Political-Pedagogical Projects (PPPs) of the EFAs mentioned above. The results indicate that the perspectives of Alternation Pedagogy that guide the PPPs of the respective EFAs have characteristics of practices of Real or Integrative Alternation Pedagogy described by Silva; that they use the didactic-pedagogical instruments as the study plan, the observation sheet, the notebook of reality, the study period, visits and study trips and the monitoring notebook. These instruments have, in their structure, elements that support the integral formation of young people in the movement of alternation. The Pedagogy of Alternation is a process in permanent construction and reconstruction which is an important alternative in providing schooling for the people who live in and depend on rural areas.
Rural education; Agricultural Family School; Pedagogy of Alternation; Didactic-pedagogical instruments