Formação de professores em tempos e espaços alternados: Tempos sincronizadores de aprendizagem

ABSTRACT. The debate about teacher formation in alternate times and spaces requires understanding the Alternation Pedagogy as a modality that values ​​students' experiences and that, rooted in the culture and identity of the countryside, presents in its processes of formation values ​​and conceptions of life and work in the peasant communities. In this context, the guiding question is: In the degree in Rural Education what is the meaning of the alternation? The objective is to present the results of an experiment conducted with degree students in Rural Education, using the field notebook records - instrument of alternation - made in 2017. These records point to three moments: Who am I? Who are we? What is the aim of graduating to work in a field school? The analyzes follow the foundations of authors such as Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), among others interlocutions that combine with the theme. It is considered that the records are expressions the possibility of the subjects to realize their formation regarding the right to access to the university, but also the guarantee of permanence in alternate and educational times and spaces.ABSTRACT. The debate about teacher formation in alternate times and spaces requires understanding the Alternation Pedagogy as a modality that values ​​students' experiences and that, rooted in the culture and identity of the countryside, presents in its processes of formation values ​​and conceptions of life and work in the peasant communities. In this context, the guiding question is: In the degree in Rural Education what is the meaning of the alternation? The objective is to present the results of an experiment conducted with degree students in Rural Education, using the field notebook records - instrument of alternation - made in 2017. These records point to three moments: Who am I? Who are we? What is the aim of graduating to work in a field school? The analyzes follow the foundations of authors such as Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), among others interlocutions that combine with the theme. It is considered that the records are expressions the possibility of the subjects to realize their formation regarding the right to access to the university, but also the guarantee of permanence in alternate and educational times and spaces.ABSTRACT. The debate about teacher formation in alternate times and spaces requires understanding the Alternation Pedagogy as a modality that values ​​students' experiences and that, rooted in the culture and identity of the countryside, presents in its processes of formation values ​​and conceptions of life and work in the peasant communities. In this context, the guiding question is: In the degree in Rural Education what is the meaning of the alternation? The objective is to present the results of an experiment conducted with degree students in Rural Education, using the field notebook records - instrument of alternation - made in 2017. These records point to three moments: Who am I? Who are we? What is the aim of graduating to work in a field school? The analyzes follow the foundations of authors such as Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), among others interlocutions that combine with the theme. It is considered that the records are expressions the possibility of the subjects to realize their formation regarding the right to access to the university, but also the guarantee of permanence in alternate and educational times and spaces.O debate acerca da formação de professores em tempos e espaços alternados exige compreender a Pedagogia da Alternância como uma modalidade que valoriza as experiências de estudantes e que, arraigada à cultura e identidade do campo, apresenta em seus processos de formação valores e concepções de vida e trabalho nas comunidades campesinas. Nesse contexto, a questão norteadora é: Na licenciatura em Educação do Campo qual é o significado e o sentido da alternância? O objetivo é apresentar os resultados de uma experiência realizada com acadêmicos de uma licenciatura em Educação do Campo, utilizando os registros do caderno de campo – instrumento de alternância – realizados no ano de 2017. Tais registros apontam três momentos: Quem sou eu? Quem somos nós? Qual é o sentido de formar-se para atuar em uma escola do campo? As análises seguem fundamentos de autores como Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), entre outras interlocuções que se aliam à temática em pauta. Considera-se que os registros são expressões da possibilidade de os sujeitos concretizarem sua formação no que se refere ao direito ao acesso à universidade, mas também à garantia de permanência em tempos e espaços alternados e educativos. Palavras-chave: Alternância, Formação, Licenciatura.   Teacher formation in alternate times and spaces: synchronizing learning times ABSTRACT. The debate about teacher formation in alternate times and spaces requires understanding the Alternation Pedagogy as a modality that values ​​students' experiences and that, rooted in the culture and identity of the countryside, presents in its processes of formation values ​​and conceptions of life and work in the peasant communities. In this context, the guiding question is: In the degree in Rural Education what is the meaning of the alternation? The objective is to present the results of an experiment conducted with degree students in Rural Education, using the field notebook records - instrument of alternation - made in 2017. These records point to three moments: Who am I? Who are we? What is the aim of graduating to work in a field school? The analyzes follow the foundations of authors such as Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), among others interlocutions that combine with the theme. It is considered that the records are expressions the possibility of the subjects to realize their formation regarding the right to access to the university, but also the guarantee of permanence in alternate and educational times and spaces. Keywords: Alternation, Formation, Graduation.   Formación de profesores en tiempos y espacios alternos: Tiempos sincronizadores de aprendizaje RESUMEN. El debate acerca de la formación de profesores en tiempos y espacios alternos exige comprender la Pedagogía de la Alternancia como una modalidad que valora las experiencias de estudiantes y que, arraigada en la cultura e identidad del campo, presenta, en sus procesos de formación, valores y concepciones de vida y trabajo en las comunidades campesinas. En ese contexto, la cuestión clave de esta investigación es: En la licenciatura en Educación del Campo, ¿cuál es el significado y el sentido de la alternancia? El objetivo es presentar los resultados de una experiencia realizada con académicos de una licenciatura en Educación del Campo, al analizar los registros del cuaderno de campo – instrumento de alternancia – realizados en el año de 2017. Esos registros señalan tres momentos: ¿Quién soy yo? ¿Quiénes somos nosotros? ¿Cuál es el sentido de formarse para actuar en una escuela del campo? Los análisis siguen fundamentos de autores como Silva (2010, 2018); Gimonet (2007); Caldart (2009); Arroyo (2009); Molina (2012) Queiroz (2004), entre otras interlocuciones que se alían a la temática en agenda. Se considera que los registros son expresiones de la posibilidad no solo de que los sujetos concreticen su formación con relación al derecho al acceso a la universidad, sino también a la garantía de permanencia en tiempos y espacios alternos y educativos. Palabras clave: Alternancia, Formación, Licenciatura