O ensino de História no contexto da pedagogia da alternância: um estudo da Escola Família Agrícola de Porto Nacional

Abstract

This work seeks to study the teaching of history and its methodology within the framework of the educational practices of the Family Agricultural School of Porto Nacional - EFAPN, which features as methodology the Pedagogy of Alternation, in order to constitute itself as reference material for the reflection and construction of a new teaching practice in History turned to students in the field. It has as general objective to verify how the discipline of History is worked by teachers/leaders in the classroom, and if the learning materials and methodologies used approach History of the reality of the peasant learner. For this, we analyzed the History teaching and the teaching materials used in the interior of the Pedagogy of Alternation, describing the contents and methodology of the discipline, in order to demonstrate their limits and challenges in the teaching practice of the EFAPN. This research is based on documentary sources (PPP, Training Plans, Learning Plans), in bibliographic sources, in journal articles, Web sites and in the records in field notebook made from experienced monitoring in boarding schools in session-school by the class of the ninth year of elementary school. Questionnaires also were applied with students and the History Teacher, seeking to check the contents, teaching materials, as well as the practice of teaching and their meanings for learners, observing their coherence with a proposal from the Field Education. The research demonstrated that the teaching of History together with the pedagogical instruments of the alternation has contributed to the learner to understand its reality, but still has some challenges and limitations to be overcome.