The strengthening of the Pedagogy of Alternation in the Brazilian semiarid region: a systematic literature review.

Abstract

From the discontentment of the sertanejos, the Pedagogy of Alternation arises proposing the construction of an educational project that integrates anthropological, family, community factors, and other socioeconomic dynamics, with Agricultural Family Schools being the vectors responsible for the application of this teaching method. In turn, the Rede das Escolas Famílias Agrícolas Integradas ao Semiárido (REFAISA) search to strengthen and engage the development of students in the family axis and in rural communities, through a critical and liberating education, favoring the permanence of these individuals in the field. Thereby, this article looked for to understand the possible contributions of REFAISA to the strengthening of coexistence with the semi-arid region in the context of the Pedagogy of Alternation in Brazil. Literature review and documental research were adopted as methodological procedures as data collection strategies, and categorization as a data analysis method. It was concluded that there is a contextual similarity with regard to the movement of struggles and resistance against the social stigma on the countryside, both internationally, nationally and in the context of the semiarid region, in addition to the fact that the main themes addressed in the literature agree on new modalities of technical management, guiding the appreciation and empowerment of living with the semiarid region.