<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000100244</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2018v36nlp244</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A prática da Pedagogia da Alternância na Escola Família Agrícola de Porto Nacionai no estado do Tocantins]]></article-title>
<article-title xml:lang="en"><![CDATA[The practice of pedagogy of alternation at the national agricultural family school, in Tocantins state]]></article-title>
<article-title xml:lang="es"><![CDATA[La práctica de la pedagogía de la alternancia en la escuela familia agrícola de Porto Nacional en el estado de Tocantins]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aires]]></surname>
<given-names><![CDATA[Helena Quirino Porto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizolli]]></surname>
<given-names><![CDATA[Idemar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stephani]]></surname>
<given-names><![CDATA[Adriana Demite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>244</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000100244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Pedagogia da Altern&#226;ncia consiste numa proposta educacional que contempla, respeita e valoriza os saberes em contextos socioculturais, considerando escola-fam&#237;lia-comunidade como espa&#231;os de produ&#231;&#227;o, organiza&#231;&#227;o e articula&#231;&#227;o de conhecimentos, por meio dos instrumentos pedag&#243;gicos. Diante da import&#226;ncia dessa proposta, faz-se oportuno realizar estudos sobre como ela se estrutura e se efetiva em diversos ambientes educacionais. Nesse intento, o presente texto traz um recorte da pesquisa de mestrado em educa&#231;&#227;o e apresenta uma an&#225;lise das perspectivas de Pedagogia da Altern&#226;ncia desenvolvida na Escola Fam&#237;lia Agr&#237;cola de Porto Nacional, TO. Trata-se de uma pesquisa de abordagem qualitativa em que foram entrevistados profissionais que atuam na institui&#231;&#227;o (dire&#231;&#227;o, coordena&#231;&#227;o pedag&#243;gica e professores/monitores). As entrevistas foram gravadas em &#225;udio e depois transcritas. A an&#225;lise dos dados indica que a escola pesquisada apresenta pr&#225;ticas ancoradas nos prop&#243;sitos e fundamentos da Pedagogia da Altern&#226;ncia e considera os contextos socioculturais dos sujeitos que vivem no e do campo, com vistas a realizar o processo de ensino e aprendizagem, na perspectiva da constru&#231;&#227;o dos conhecimentos, da identidade camponesa e da forma&#231;&#227;o integral do indiv&#237;duo. Al&#233;m disso, as a&#231;&#245;es da Escolas Fam&#237;lia Agr&#237;colas (EFA) s&#227;o realizadas por meio de estrat&#233;gias pedag&#243;gicas e metodol&#243;gicas em diferentes momentos (sess&#227;o escolar e sess&#227;o fam&#237;lia-comunidade) e objetivam articular os diversos saberes por meio da reflex&#227;o-a&#231;&#227;o&#173; reflex&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Pedagogy of Alternation is an educational proposal that contemplates, respects and values knowledge found in socio-cultural contexts, considering schools, families and communities as spaces of production, organization and articulation of knowledge, through educational tools. Given the importance of this proposal, studies are needed about how it is structured and enacted in various educational settings. With this intent, this article presents a portion of a master's study in education and an analysis of the perspectives of the pedagogy of alternation developed in the Agricultural Family School of Porto Nacional. It is a qualitative study which interviewed professionals who work at the institution (including administrators, educational coordinators and teachers and instructors). The interviews were recorded in audio and transcribed. The data analysis indicates that the school&#8223;s practices are anchored in the purposes and foundations of the pedagogy of alternation that considers the sociocultural contexts of subjects who live in rural areas and who depend on it for their livelihood. This pedagogy is used to guide the teaching and learning process, which is dedicated to constructing knowledge, the identity of rural workers and provide integral education for individuals. The actions of the school are carried out through pedagogical and methodological strategies at different times (during school hours and in familycommunity sessions) and aim to articulate different forms of knowledge through reflection-action-reflection.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Pedagog&#237;a de la Alternancia es una propuesta educativa que incluye, respeta y valora el conocimiento en los contextos socio-culturales, considerando la escuela, la familia y la comunidad como espacios de producci&#243;n, organizaci&#243;n y articulaci&#243;n de los conocimientos, a trav&#233;s de herramientas educativas. Dada la importancia de esta propuesta, es apropiado realizar estudios sobre la forma en que est&#225; estructurada y como se efectiva en diversos &#225;mbitos educativos. En este contexto, el texto presenta un recorte de la investigaci&#243;n de maestr&#237;a en educaci&#243;n y presenta un an&#225;lisis de las perspectivas de Pedagog&#237;a de la Alternancia desarrolladas en la Escuela Familia Agr&#237;cola de Porto Nacional. Se trata de una investigaci&#243;n cualitativa en la que se entrevist&#243; a los profesionales que trabajan en la instituci&#243;n (director/junta directiva, coordinaci&#243;n pedag&#243;gica y los profesores/instructores). Las entrevistas fueron grabadas en audio y transcritas. El an&#225;lisis de los datos indica que la escuela investigada presenta pr&#225;cticas ancladas en los prop&#243;sitos y fundamentos de la Pedagog&#237;a de la Alternancia y considera los contextos socioculturales de los sujetos que viven en el campo y del campo, con la finalidad de realizar el proceso de ense&#241;anza y aprendizaje, la construcci&#243;n de la identidad campesina y la formaci&#243;n integral del individuo. Adem&#225;s, las acciones de la EFA se realizan a trav&#233;s de estrategias pedag&#243;gicas y metodol&#243;gicas en diferentes momentos (sesi&#243;n escolar y sesi&#243;n familiar-comunidad) y tienen como objetivo articular los diferentes conocimientos a trav&#233;s de la reflexi&#243;n-acci&#243;nreflexi&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia da Alternância]]></kwd>
<kwd lng="pt"><![CDATA[Escola Família Agrícola]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of Alternation]]></kwd>
<kwd lng="en"><![CDATA[Family Agricultural School]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Proposal]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la Alternancia]]></kwd>
<kwd lng="es"><![CDATA[Escuela Familia Agrícola]]></kwd>
<kwd lng="es"><![CDATA[Educación en el Campo]]></kwd>
<kwd lng="es"><![CDATA[Propuesta de la Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
