<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782022000100265</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782022270103</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da alternância pedagógica para a formação profissional de técnicos em agropecuária do Instituto Federal do Pará, Campus Cametá]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTRIBUTIONS OF PEDAGOGICAL ALTERNANCE TO PROFESSIONAL TRAINING OF TECHNICIANS IN AGRICULTURE OF INSTITUTO FEDERAL DO PARá, CAMETá CAMPUS]]></article-title>
<article-title xml:lang="es"><![CDATA[CONTRIBUCIONES DE LA ALTERNANCIA PEDAGóGICA A LA FORMACIóN PROFESIONAL DE TéCNICOS EN AGRICULTURA DEL INSTITUTO FEDERAL DO PARá, CAMPUS CAMETá]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Fagner Freires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Charles Alberto de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bento]]></surname>
<given-names><![CDATA[Rodolpho Claret]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Pará  ]]></institution>
<addr-line><![CDATA[Cametá PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural da Amazônia  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Pará  ]]></institution>
<addr-line><![CDATA[Santarém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782022000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782022000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782022000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo analisou as contribuições da alternância pedagógica no processo de ensino-aprendizagem, na perspectiva de docentes e discentes, por meio da experiência de implantação do curso Técnico subsequente em Agropecuária em regime de alternância pedagógica do Instituto Federal do Pará, Campus Cametá. A pesquisa consistiu em pesquisa-ação e valeu-se de ferramentas, como análise documental, aplicação de questionários semiestruturados e observação participante em diferentes momentos do processo de condução do curso. Os resultados demonstraram que, para os docentes, as principais contribuições atribuídas à alternância são a possibilidade de uma formação contextualizada com a realidade local e o estreitamento da relação teoria-prática propiciada pela articulação entre tempo-escola e tempo-comunidade. Os discentes destacaram a maior motivação gerada pela alternância, por possibilitar-lhes ver-se como profissionais ainda durante a formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyzes the contributions of the pedagogical alternation in the teaching-learning process, from the perspective of teachers and students, from the experience of implementing the subsequent Technical course in Agriculture under the pedagogical alternation regime of the Instituto Federal do Pará, Cametá campus. The research consisted of action research and made use of tools such as document analysis, application of semi-structured questionnaires and participant observation at different times in the process of conducting the course. The results showed that, for teachers, the main contributions attributed to alternation are the possibility of a contextualized training with the local reality and the greater theory-practice relationship provided by the articulation between school time and community time. The students highlight the greater motivation generated by the alternation, as it allows them to see themselves as professionals even during training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza las contribuciones de la alternancia pedagógica en el proceso de enseñanza-aprendizaje, desde la perspectiva de docentes y estudiantes, desde la experiencia de implementar el curso técnico posterior en Agricultura bajo el régimen de alternancia pedagógica del Instituto Federal del Pará, campus Cametá. La investigación consistió en investigación de acción y herramientas utilizadas como el análisis de documentos, la aplicación de cuestionarios semiestructurados y la observación participante en diferentes momentos del proceso de realización del curso. Los resultados mostraron que, para los docentes, las principales contribuciones atribuidas a la alternancia son la posibilidad de una capacitación contextualizada con la realidad local y la mayor relación teoría-práctica proporcionada por la articulación entre el tiempo escolar y el tiempo comunitario. Los estudiantes destacan la mayor motivación generada por la alternancia, ya que les permite verse a sí mismos como profesionales durante el entrenamiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação por alternância]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[agroecologia]]></kwd>
<kwd lng="en"><![CDATA[alternation training]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[agroecology]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento por alternancia]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[educación campesina]]></kwd>
<kwd lng="es"><![CDATA[agroecología]]></kwd>
</kwd-group>
</article-meta>
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