Rupturas e permanências no processo educativo dos Centros Familiares de Formação em Alternância - CEFFAS-ES : expansão da pedagogia da alternância no norte do estado do Espírito Santo

Abstract

The Study investigates the ruptures and permanences in the educational process of the Alternating Family Formation Centers (CEFFAS), in the expansion of the Alternation Pedagogy in the North of the State of Espírito Santo, aiming to analyze the tensions that provoked these changes and continuities of elements in pedagogy in this territorial movement. Taking as its main axis the motivations of the peasants in the struggle for social and community participation in the political direction of the educational project and the mobilization to guarantee, within the context of the rural education movement, the expansion of the Schools with Alternance Pedagogy as a social right. The relations of forces that occurred in this process characterized the need to create an organizational tool for peasants to stress ruptures, but with the prudence permanence of the historical principles of alternating formation. The study uses the theoretical-methodological perspectives of Ginzburg (2002), which highlights the tensions of historiography in the relationship between narratives and proofs; Freire (1979) points out that the essence of education is the reflexive search of the human being for its unfinished existence and Gimonet (2007) emphasizes that the Pedagogy of Alternation is a complex system of relations. We use documentary sources and narrative excerpts from the unstructured interviews that bring the marks of the practices of the social actors and institutions involved and highlight in our procedures the relationship between the production of the selected documents and our problematizations for the research. The research results, considering that every study does not end in itself, show that the Pedagogy of Alternation where historically arises, was stressed in the processes of relations of forces present in these times and spaces. In the north of the State of Espírito Santo this scenario of chaining of actions causes significant changes in the constitution of pedagogy, but always with the wisdom of guaranteeing historical principles. Finally, we suggest that the two main movements of Alternance Pedagogy in the State of Espírito Santo, MEPES and RACEFFAES maintain this vigilance, mainly through the formative process of peasants, educators and students.