Resumo

VERGUTZ, Cristina Luisa Bencke  e  CAVALCANTE, Ludmila Oliveira Holanda. Learning in the pedagogy of alternation and field education. Rev. Reflex [online]. 2014, vol.22, n.2, pp.371-390. ISSN 1982-9949.  https://doi.org/10.17058/rea.v22i2.0371.

The present essay aims to go through the paths of teaching and learning processes of Pedagogy of Alternation having as reference the Field Education with the perspective of fighting for an education in, from and with the field's subjects comprising this field as a space for specific experiences and relationships for educational action. Presents the Pedagogy of Alternation in the specificity of CEFFA Movement and as a possibility for a contextualized and emerging education of the peasant people, linked to social movements since its origin in France in the 30s and, in 1968 in Brazil, in communion with socially popular and educational articulations. Searches conceptual approaches of the Pedagogy of Alternation praxis in order to perceive the singularities of learning strengthened by the alternating movement powered by a pedagogical organization based on the problem-solving dialogue of Paulo Freire, as well as, on the sharing and the horizontality of knowledges.

Palavras-chave : Pedagogy of Alternation; Field Education; Learning.

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