Life and knowledge construction in the Pedagogy of Alternation

Abstract

DOI: http://dx.doi.org/10.14244/19827199915

The Pedagogy of Alternation has emerged in Brazil in recent decades, mainly within the movement of Field Education. Despite its importance and use in expansion, there is still little research focusing on the thematic of knowledge construction in the  dynamics of pedagogical alternation. In this context, the present study aims to initiate a discussion on the centrality of life in the Pedagogy of Alternation and how this centrality reflects a new way of understanding the process of knowledge construction. In order to operationalize this purpose, we conducted a historical review of the origin and expansion of Pedagogy of Alternation, focusing on its genesis and, mainly in the Brazilian experiences of formation by alternation, on the dynamics in which the knowledge in this pedagogical practice is being proposed. Our analyses indicate that reality and life are elements that trigger the formation of alternating pedagogy and the way of understanding the process of knowledge construction. Particularly in the Brazilian society, the dialogue between the training experience by Alternation and pedagogical ideals of Paulo Freire and the movement of Field Education have generated numerous and different educational experiences which, as a common element, assume the perspective that knowledge must be constructed from life, in the dialectical relationship between action and reflection.

Key words: Field education, Alternation, Educational processes.