Planos de ensino-aprendizagem na perspectiva da Pedagogia da Alternância: uma experiência na Escola Família Agrícola de Serra dos Aimorés/MG

Abstract

This thesis reflects an experience of collective development of teaching-learning plans stemming from the perspective of the Pedagogy of Alternation, carried out at the Family Farm School of Serra dos Aimorés (EFASA). Primarily, this research aimed to verify if the teaching plans used by the EFASA monitors were following the Political-Pedagogical Project (PPP), that is if they were oriented by the Pedagogy of Alternation and established a connection between the curricular components, areas, and different types of knowledge. However, during the research, it was found that there were no teaching plans in the researched school. This fact led to a change in one of the research directions, which was to experience the development of teaching plans collectively with the monitors. Thus, this is a qualitative study, whose methodology consisted of the analysis of documents, and the results collected from conversation rounds carried out with educators. As for the theoretical framework, this study was based upon a literature review on the Pedagogy of Alternation (Begnami, Benisio, Freitas, Gimonet, Nosella, García-Marirrodriga, Calvó, and Zamberlan), teaching-learning planning (Aguiar, Sacristan, and Vasconcelos), and interdisciplinarity (Freire, Japiassu, and Thiesen). The work also partly consists of documentary research from which it was possible to delve into the main documents of EFASA, including the PPP, the continuing education plan, the Statute of Baixo Mucuri Family Farm School Association (AEFABAM), as well as texts and booklets of the Family Farm Schools (EFAS) movement in Minas Gerais and in Brazil. The outcome of this work was the development of teaching-learning plans, which, in turn, can be used as a reference in the area, allowing the monitors to improve the processes towards planning, developing, and contextualizing theoretical and practical classes in the EFAs. The final product of this research was the development of a material called Didactic-Pedagogical Guidelines (DPG), which guides the preparation of conversation rounds for the development of teaching-learning plans in Alternation. Yet, as a result, the research presents the planning collectively developed by the team, which can be one of the factors that enhance the interdisciplinary pedagogical work in the EFAs.