Regime de alternância na Licenciatura em Educação do Campo: uma experiência da Universidade Federal de Goiás / Regional Catalão

ABSTRACT. The Teacher Major Course of Rural Education (LEdoC) work in Alternation Regime, with the development of actions that stimulate the systematic relationship of theory-practice-theory, through alternating training times in University Time (TU) and Community Time (TC). The objective of this work is to analyses one experience of the TC at Federal University of Goiás - Regional Catalão, carried out in the Vista Alegre Settlement in Cristalina (GO). About 250 families live in the settlement. What marks the lives of these individuals is a process of struggle and resistance in conquering and remaining in these territories, always fighting for social policies that meet their social needs. With the TC, the students come to better understand the structures that surround the life of the subjects of the field, with their infinite particularity and ways of life. In addition, there are changes of perception and a reflection on the pedagogical theories themselves and the socio-educational thoughts. We can conclude then that TC is essential in the process of training future rural teachers.ABSTRACT. The Teacher Major Course of Rural Education (LEdoC) work in Alternation Regime, with the development of actions that stimulate the systematic relationship of theory-practice-theory, through alternating training times in University Time (TU) and Community Time (TC). The objective of this work is to analyses one experience of the TC at Federal University of Goiás - Regional Catalão, carried out in the Vista Alegre Settlement in Cristalina (GO). About 250 families live in the settlement. What marks the lives of these individuals is a process of struggle and resistance in conquering and remaining in these territories, always fighting for social policies that meet their social needs. With the TC, the students come to better understand the structures that surround the life of the subjects of the field, with their infinite particularity and ways of life. In addition, there are changes of perception and a reflection on the pedagogical theories themselves and the socio-educational thoughts. We can conclude then that TC is essential in the process of training future rural teachers.ABSTRACT. The Teacher Major Course of Rural Education (LEdoC) work in Alternation Regime, with the development of actions that stimulate the systematic relationship of theory-practice-theory, through alternating training times in University Time (TU) and Community Time (TC). The objective of this work is to analyses one experience of the TC at Federal University of Goiás - Regional Catalão, carried out in the Vista Alegre Settlement in Cristalina (GO). About 250 families live in the settlement. What marks the lives of these individuals is a process of struggle and resistance in conquering and remaining in these territories, always fighting for social policies that meet their social needs. With the TC, the students come to better understand the structures that surround the life of the subjects of the field, with their infinite particularity and ways of life. In addition, there are changes of perception and a reflection on the pedagogical theories themselves and the socio-educational thoughts. We can conclude then that TC is essential in the process of training future rural teachers.As Licenciaturas em Educação do Campo (LEdoC) funcionam em Regime de Alternância, com o desenvolvimento de ações que estimulam a relação sistemática da teoria-prática-teoria, através de tempos de formação que se alternam em Tempo Universidade (TU) e Tempo Comunidade (TC). O objetivo desse trabalho é apresentar e analisar uma experiência do TC da LEdoC da Universidade Federal de Goiás – Regional Catalão, realizado no Assentamento Vista Alegre em Cristalina (GO). No assentamento vivem cerca de 250 famílias. O que marca a vida desses sujeitos é um processo de luta e resistência em conquistarem e permanecerem nesses territórios e por políticas sociais que atendam suas necessidades. Com o TC os discentes da LEdoC passam a compreender melhor as estruturas que rodeiam a vida dos sujeitos do campo, com suas infinitas particularidade e modos de vida. Além disso, há mudanças de percepção e uma reflexão sobre as próprias teorias pedagógicas e dos pensamentos sócio-educativos. Podemos concluir então, que o TC se faz essencial no processo de formação dos futuros professores do campo. Palavras-chave: Licenciatura em Educação do Campo, Regime de Alternância, Tempo Comunidade.   Alternation system in the teacher major course of Rural Education: an experience of the Federal University of Goiás/Regional Catalão           ABSTRACT. The Teacher Major Course of Rural Education (LEdoC) work in Alternation Regime, with the development of actions that stimulate the systematic relationship of theory-practice-theory, through alternating training times in University Time (TU) and Community Time (TC). The objective of this work is to analyses one experience of the TC at Federal University of Goiás - Regional Catalão, carried out in the Vista Alegre Settlement in Cristalina (GO). About 250 families live in the settlement. What marks the lives of these individuals is a process of struggle and resistance in conquering and remaining in these territories, always fighting for social policies that meet their social needs. With the TC, the students come to better understand the structures that surround the life of the subjects of the field, with their infinite particularity and ways of life. In addition, there are changes of perception and a reflection on the pedagogical theories themselves and the socio-educational thoughts. We can conclude then that TC is essential in the process of training future rural teachers. Keywords:  Teacher Major Course in Rural Education, Alternation System, Community Time.   Régimen de la alternancia en la Licenciatura en Educación del Campo: una experiencia de la Universidad Federal de Goiás/Regional Catalão RESUMEN. Las Licenciaturas en Educación del Campo (LEdoC) funcionan en Régimen de Alternancia, con el desarrollo de acciones que estimulen la relación sistemática de la teoría-práctica-teoría, a través de tiempos de formación que se alternan en Tiempo Universidad (TU) y Tiempo Comunidad (TC). El objetivo de este trabajo es presentar y analizar de una experiencia del Tiempo Comunidad de la LEdoC de la Universidad Federal de Goiás - Regional Catalão, realizado en el Asentamiento Vista Alegre en Cristalina (GO). En el asentamiento viven cerca de 250 familias. Lo que marca la vida de esos sujetos es un proceso de lucha y resistencia en conquistar y permanecer en esos territorios, luchando siempre por políticas sociales que atiendan sus necesidades sociales. Con el TC los estudiantes pasan a comprender mejor las estructuras que rodean la vida de los sujetos del campo, con sus infinitas particularidades y modos de vida. Además, hay cambios de percepción y una reflexión sobre las propias teorías pedagógicas y de los pensamientos socio-educativos. Podemos concluir entonces que el TC se hace esencial en el proceso de formación de los futuros profesores. Palabras clave: Licenciatura en Educación del Campo, Régimen de Alternancia, Tiempo de Comunidad