A organização curricular em alternância nos cursos de formação de professores: PRONERA e Licenciatura em Educação do Campo

ABSTRACT. This article aims to contribute with reflections about the theoretical-methodological principles that guide the alternating curricular organization in Degree Rural Education courses. It also discuss how these precepts, materialized in the pedagogical work of the alternating course, can serve as a parameter for the construction of a new school reference. Based on a bibliographical research, supported by the conception of Rural Education, dated at the National Seminar of 2002 is made a analysis is based on the assumptions of dialectical historical materialism. In addition, it bases reflections about theoretical support of Moisey Mikhaylovich Pistrak, a Russian pedagogue who defended teacher training focused on the  praxis, aiming at the development of teaching autonomy in the process of construction and reconstruction of practices and methods of education. The results of this study indicate that the proposal for an alternating curriculum organization in the Rural Education Degree, aimed at teaching coherent with the dialectical method of reality interpretation, gives teachers the necessary tools to rethink and transform the existing configuration of the rural school. . Palabras-clave: Educación de campo, Plan de estudios alternativo, Formación docente, Complejos de estudioABSTRACT. This article aims to contribute with reflections about the theoretical-methodological principles that guide the alternating curricular organization in Degree Rural Education courses. It also discuss how these precepts, materialized in the pedagogical work of the alternating course, can serve as a parameter for the construction of a new school reference. Based on a bibliographical research, supported by the conception of Rural Education, dated at the National Seminar of 2002 is made a analysis is based on the assumptions of dialectical historical materialism. In addition, it bases reflections about theoretical support of Moisey Mikhaylovich Pistrak, a Russian pedagogue who defended teacher training focused on the  praxis, aiming at the development of teaching autonomy in the process of construction and reconstruction of practices and methods of education. The results of this study indicate that the proposal for an alternating curriculum organization in the Rural Education Degree, aimed at teaching coherent with the dialectical method of reality interpretation, gives teachers the necessary tools to rethink and transform the existing configuration of the rural school. Keywords: Rural Education, Alternating Curriculum, Teacher’s formation, Study Complexes.  ABSTRACT. This article aims to contribute with reflections about the theoretical-methodological principles that guide the alternating curricular organization in Degree Rural Education courses. It also discuss how these precepts, materialized in the pedagogical work of the alternating course, can serve as a parameter for the construction of a new school reference. Based on a bibliographical research, supported by the conception of Rural Education, dated at the National Seminar of 2002 is made a analysis is based on the assumptions of dialectical historical materialism. In addition, it bases reflections about theoretical support of Moisey Mikhaylovich Pistrak, a Russian pedagogue who defended teacher training focused on the  praxis, aiming at the development of teaching autonomy in the process of construction and reconstruction of practices and methods of education. The results of this study indicate that the proposal for an alternating curriculum organization in the Rural Education Degree, aimed at teaching coherent with the dialectical method of reality interpretation, gives teachers the necessary tools to rethink and transform the existing configuration of the rural school.Este artigo objetiva contribuir com reflexões sobre os princípios teórico-metodológicos que orientam a organização curricular em alternância da Licenciatura em Educação do Campo. Além disso, analisa como esses preceitos, materializados no trabalho pedagógico do curso em alternância, podem servir de parâmetro para a construção de uma nova referência de escola.  A partir de uma pesquisa bibliográfica, apoiada na concepção de Educação do Campo, datada no Seminário Nacional de 2002, pauta suas análises ante pressupostos do materialismo histórico dialético.  Também fundamenta reflexões sob o aporte teórico de Moisey Mikhaylovich Pistrak, pedagogo russo que defendeu a formação de professores focada no exercício da práxis, visando ao desenvolvimento de autonomia docente no processo de construção e de reconstrução das práticas e dos métodos de educação. Os resultados deste estudo sinalizam que a proposição de uma organização curricular em alternância na Licenciatura em Educação do Campo, voltada para um ensino coerente com o método dialético de interpretação da realidade, confere aos professores as ferramentas necessárias para repensar e transformar a configuração escolar existente no campo. Palavras-chave: Educação do Campo, Currículo em Alternância, Formação de Professor, Complexos de Estudo.   The curricular organization in alternation on the teacher’s training courses: PRONERA and graduation Degree in Rural Education ABSTRACT. This article aims to contribute with reflections about the theoretical-methodological principles that guide the alternating curricular organization in Degree Rural Education courses. It also discuss how these precepts, materialized in the pedagogical work of the alternating course, can serve as a parameter for the construction of a new school reference. Based on a bibliographical research, supported by the conception of Rural Education, dated at the National Seminar of 2002 is made a analysis is based on the assumptions of dialectical historical materialism. In addition, it bases reflections about theoretical support of Moisey Mikhaylovich Pistrak, a Russian pedagogue who defended teacher training focused on the  praxis, aiming at the development of teaching autonomy in the process of construction and reconstruction of practices and methods of education. The results of this study indicate that the proposal for an alternating curriculum organization in the Rural Education Degree, aimed at teaching coherent with the dialectical method of reality interpretation, gives teachers the necessary tools to rethink and transform the existing configuration of the rural school. Keywords: Rural Education, Alternating Curriculum, Teacher’s Formation, Study Complexes.   La organización curricular en la alternación en los cursos de formación profesional: PRONERA y licencia en la Educación del Campo RESUMEN. Este artículo tiene como objetivo contribuir a las reflexiones sobre los principios teórico-metodológicos que guían la organización alternativa del currículo en la formación inicial del profesorado, centrándose en el Grado de Educación de Campo y analizar cómo estos principios materializados en la organización del trabajo pedagógico del curso alterno sirven como parámetro para la construcción de una nueva referencia escolar. A partir de una investigación bibliográfica, respaldada por la concepción de la educación rural fechada en el Seminario Nacional de 2002, basa sus análisis en los supuestos del materialismo histórico dialéctico. Basa sus reflexiones en las formulaciones teóricas de M. M. Pistrak, pedagogo ruso que defendió una formación docente centrada en la práctica de la praxis, con el objetivo de desarrollar la autonomía docente en el proceso de construcción y reconstrucción de prácticas y métodos de educación. Los resultados de este estudio indican que la propuesta de una organización curricular alterna en el Grado de Educación de Campo, dirigida al desarrollo de una enseñanza coherente con el método dialéctico de interpretación de la realidad, brinda a los maestros las herramientas necesarias para repensar y transformar la forma escolar existente en el campo. Palabras clave: Educación del Campo, Plan de Estudios Alternativo, Formación Docente, Complejos de Estudio