Alternation in the rural educators training process

Abstract

This paper is a cut out of the masters research made out at the Faculty of Education, Universidade de Brasília (UnB), within the research line Human Ecology and Pedagogic Praxis, in the concentration area of Education and Human Ecology, Rural Education field, entitled "The potential of Teaching Diploma in Rural Education at UnB for the production of counter-hegemonic actions: a case study in Itaúna settlement, in Planaltina de Goiás". A field work was carried out based on the following instruments for data collection: focal group technique, semi-structured interview, observation and documental analysis. The interviewee subjects in this research were: eight students from the second class of Teaching Diploma in Rural Education who reside in Itaúna settlement (three male and five female); four Rural Education professors, who guide and accompany the Oriented Insertion in the Rural School and in the Community (one female and three male); one principal, one pedagogic coordinator, five teachers (four female and one male), twelve students (9 male and 3 female) from the insertion school and four people from Itaúna settlement. In this paper, it is discussed about the understanding of the concept of Alternation in the rural educators training process. The research results point that, for some professors in the Teaching Diploma (LEdoC), Alternation is a means of defining how to train rural educators and how to organize the course pedagogic work. The Alternation under construction in LEdoC at UnB is understood, by the students and professors who took part in this investigation, as a start that enables a dialog between theory and practice in the training. Also, it allows the educators to understand the school and the community through the intervention in the reality made by Oriented Insertion in the School and in the Community.