The Pedagogy of Alternating consists in a methodology for the organization of schooling that conjugates different formative experiences distributed along distinct times and spaces aiming at a professional education. This method began to take shape in 1935 from the complaints that a small group of French farmers had about the educational system of their country, which in their view did not correspond to the specificities of education for the rural reality. The Brazilian experience with the Pedagogy of Alternating started in 1969 in the State of Espírito Santo, where the first three Escolas Famílias Agrícolas (Agricultural Family Schools) were built. Nevertheless, after 40 years of its implementation in this country, this pedagogical proposal is still little discussed within our academic milieu. In a research project that we have been developing we have conducted a survey of master and doctoral dissertations presented to Brazilian universities between 1969 and 2006. The objective of the present article is to discuss this production with a view to draw a first picture of the "state of the art" in this field of investigation. The survey includes 46 works, of which 7 are doctoral theses and 39 are master dissertations. In the text, we present the most recurrent themes of study, the regional distribution of this production, and what we regard as consensual aspects and limitations of these works.
Pedagogy of Alternating; Literature survey; Field education; Agricultural Family Schools; Rural Family House