Da Alternância como movimento diaspórico decolonial: por uma história-memória popular de sujeitos em Curso

This article aims to contribute to the debate on Pedagogy of Alternation, based on a concrete research experience with the first class of the Rural Education Degree (LEC) of a Federal Rural University of Rio de Janeiro, Seropédica campus. Starting from the problem of being the Alternation a decolonial diasporic movement, especially by the exchange of knowledge between Tempo Escola and Tempo Comunidade in its diverse methodological dynamics, we intend to investigate how the historical-memory could be written by a popular education collectivized among the participants of the Course. Through discursive analysis of official Course documents, also revisited by the students' participation in different methodological processes during graduation, the study demonstrated how the effective proposals made available another possibility of formation, based on Alternation. However, training centers, especially universities, need to be more widely available so that alternative methodologies can also be integrated with the formal activities of the LEC.This article aims to contribute to the debate on Pedagogy of Alternation, based on a concrete research experience with the first class of the Rural Education Degree (LEC) of a Federal Rural University of Rio de Janeiro, Seropédica campus. Starting from the problem of being the Alternation a decolonial diasporic movement, especially by the exchange of knowledge between Tempo Escola and Tempo Comunidade in its diverse methodological dynamics, we intend to investigate how the historical-memory could be written by a popular education collectivized among the participants of the Course. Through discursive analysis of official Course documents, also revisited by the students' participation in different methodological processes during graduation, the study demonstrated how the effective proposals made available another possibility of formation, based on Alternation. However, training centers, especially universities, need to be more widely available so that alternative methodologies can also be integrated with the formal activities of the LEC.This article aims to contribute to the debate on Pedagogy of Alternation, based on a concrete research experience with the first class of the Rural Education Degree (LEC) of a Federal Rural University of Rio de Janeiro, Seropédica campus. Starting from the problem of being the Alternation a decolonial diasporic movement, especially by the exchange of knowledge between Tempo Escola and Tempo Comunidade in its diverse methodological dynamics, we intend to investigate how the historical-memory could be written by a popular education collectivized among the participants of the Course. Through discursive analysis of official Course documents, also revisited by the students' participation in different methodological processes during graduation, the study demonstrated how the effective proposals made available another possibility of formation, based on Alternation. However, training centers, especially universities, need to be more widely available so that alternative methodologies can also be integrated with the formal activities of the LEC.O presente artigo visa contribuir para o debate sobre a Pedagogia da Alternância, a partir de uma experiência concreta de pesquisa junto à primeira turma do Curso de Licenciatura em Educação do Campo (LEC) da Universidade Federal Rural do Rio de Janeiro, campus Seropédica. Partindo do problema de ser a Alternância um movimento diaspórico decolonial, especialmente pela troca de saberes entre Tempo Escola e Tempo Comunidade em suas dinâmicas metodológicas diversas, intentamos investigar como a histórica-memória pôde ser escrita por uma educação popular coletivizada entre os sujeitos partícipes do Curso. Por meio da análise discursiva de documentos oficiais do Curso, também revisitados pela participação dos estudantes em processos metodológicos diferentes durante a graduação, o estudo demonstrou como as propostas efetivas disponibilizaram outra possibilidade de formação, a partir da Alternância. Carece, no entanto, uma disponibilidade maior dos centros de formação, especialmente as universidades, para que as metodologias alternativas também possam ser integradas junto às atividades formais da LEC. Palavras-chave: Alternância, LEC, Formação, Decolonialidade, Diáspora.   Alternation as a decolonial diasporic movement: for a popular memory-history of subjects in Course Abstract This article aims to contribute to the debate on Pedagogy of Alternation, based on a concrete research experience with the first class of the Rural Education Degree (LEC) of a Federal Rural University of Rio de Janeiro, Seropédica campus. Starting from the problem of being the Alternation a decolonial diasporic movement, especially by the exchange of knowledge between Tempo Escola and Tempo Comunidade in its diverse methodological dynamics, we intend to investigate how the historical-memory could be written by a popular education collectivized among the participants of the Course. Through discursive analysis of official Course documents, also revisited by the students' participation in different methodological processes during graduation, the study demonstrated how the effective proposals made available another possibility of formation, based on Alternation. However, training centers, especially universities, need to be more widely available so that alternative methodologies can also be integrated with the formal activities of the LEC. Keywords: Alternation, LEC, Formation, Decoloniality, Diaspora.   La alternancia como un movimiento diaspórico descolonial: para una memoria-historia popular de temas en Curso Resumen Este artículo tiene como objetivo contribuir al debate sobre Pedagogía de la Alternancia, basado en una experiencia de investigación concreta con la primera clase del Grado de Educación de Campo (LEC) de una Universidad Federal Rural de Río de Janeiro, campus Seropédica. Partiendo del problema de ser la Alternancia un movimiento diaspórico descolonial, especialmente por el intercambio de conocimientos entre Tempo Escuela y Tempo Comunidad en sus diversas dinámicas metodológicas, tenemos la intención de investigar cómo la memoria histórica podría ser escrita por una educación popular colectivizada entre los participantes del Curso. A través del análisis discursivo de los documentos oficiales del curso, también revisados ​​por la participación de los estudiantes en diferentes procesos metodológicos durante la graduación, el estudio demostró cómo las propuestas efectivas pusieron a disposición otra posibilidad de formación, basada en la alternancia. Sin embargo, los centros de capacitación, especialmente las universidades, deben estar más disponibles para que las metodologías alternativas también se puedan integrar con las actividades formales de la LEC. Palabras clave: Alternancia, LEC, Formación, Descolonialidad, Diáspora