Pedagogia da Alternância e o IFMA Campus São Luís – Maracanã: o proposto e o vivido pelos alunos egressos

Abstract

This paper investigates the transition of students who graduated from the Pedagogy of Alternation Mode in Schools and Family Agricultural / Rural or Homes in elementary school when joining IFMA St. Louis Campus Maracana following the traditional model in high school. Builds research scenario, pointing basics based on authors who verticalizam this content. Used as the historical-dialectical method based on Gil (2002) and MINAYO (1994). Uses technical tool in the field research, interviews, questionnaires and focus groups. Identifies educational policies related to the field, from the design of the LDB and the National Education Plan, building a fundamental base for your understanding. Recognizes the dynamics of productive space in which the Pedagogy of Alternation is inserted, considering regionalization of space maranhense this context. Situates the IFMA St. Louis Campus Maracanã in Rural Education and Field, which incorporates the Pedagogy of Alternation, tracing its historical trajectory, as well as their participation in the process of change in professional education in the country and their impact on the lives of students who graduated from by Course Technical Education Middle Level in Agriculture in Integrated mode. Reflects on education and in the field, local development and social dynamics and territorial space in Maranhão, through CEFFAs - Homes Training Switching or EFAs - Agricultural Family Schools in our case more specifically those who have graduates who study in Teaching Integrated IFMA Maracanã. Presents results in the finding that the young graduates of the Pedagogy of Alternation is decreasing its entry in IFMA Maracanã because of the expansion and the selection process to be unified, decreasing the chances of these to compete for jobs in Integrated High School. We conclude that there is a difficult process of integration into the traditional system for the student from the Pedagogy of Alternation which complicates the adaptation to high school, as students experience difficulties in basic subjects such as Portuguese and mathematics in the first year, making them feel unmotivated despite knowing the importance of the institution of the students graduating from the Pedagogy of Alternation have not found mechanisms that help them in the transition to the new model of teaching and adapting to a new school environment.