| Popis: |
Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles. |
