CONTRIBUTIONS OF PEDAGOGICAL ALTERNANCE TO PROFESSIONAL TRAINING OF TECHNICIANS IN AGRICULTURE OF INSTITUTO FEDERAL DO PARÁ, CAMETÁ CAMPUS

Abstract

The article analyzes the contributions of the pedagogical alternation in the teaching-learning process, from the perspective of teachers and students, from the experience of implementing the subsequent Technical course in Agriculture under the pedagogical alternation regime of the Instituto Federal do Pará, Cametá campus. The research consisted of action research and made use of tools such as document analysis, application of semi-structured questionnaires and participant observation at different times in the process of conducting the course. The results showed that, for teachers, the main contributions attributed to alternation are the possibility of a contextualized training with the local reality and the greater theory-practice relationship provided by the articulation between school time and community time. The students highlight the greater motivation generated by the alternation, as it allows them to see themselves as professionals even during training.