Pedagogia da alternância e desenvolvimento local

Abstract

This research consists of a study on the contributions ofthe rural educational alternative practices in the process ofconstruction oflocal development. In this context the study sought to understand the manifestations oflocal development expressed in Comunidade do Giral-ES (Girai Community) and its relationship with the incorporation ofknowledge by means ofrural education. Among the several possibihties for comprehension the local development and the action of the several social actors involved inthe process the work is based onthe analysis of the function performed by rural education in the first place. This education should possesses a sharp relationship with the systematization ofstructures for the constitution of a knowledge which provides conditions for the transformation of the involved into active agents in the actions of local development. So, the variables related with the pedagogical practices which adopt the Altemance Pedagogy its role in the building ofthe local development its practice in the rural multicultural revalorization and its performance in the transforming performance ofthe subject as an agent ofhis story. For obtaining the information quaütative research techniques for understanding it is the most adequate to identify the dimensions oflocal development and its relativizing with rural education were utilized. It was found that the educative practices acting in the community because for adopting an altemative pedagogic model expressed by the Altemance Pedagogy give the families the crpportunity of contraposition to the needs by feced. Also for they be ruled in the daily ofthe student, his femily and community it adopts tools ofmtercention in the realty of - the learner stressing dimensions of incentive to the popular participation and agricultural practices tumed to a balanced relationship between man and nature. The comparative study among the production units allowed to make evident the significant role performed by rural education in this scenario oftransformations. In this context ofchanges, which rural every day is undergoing education passes, to be a fector of fundamental dimensions for the changes proceed and consolidate in the relationship with that new emerging reality, which involve familiar agricutoire. One may follow that a transforming rural education collaborates for the generation ofthe capacity of the leamer to interact and transform his reatíry.