Pedagogy of alternance and the curricularization of popular extension in initial teacher education

Abstract

Teacher training requires a look at the concept of education; at the educational institutions, university teaching and the articulation between teaching, research and extension. It must contemplate principles of ethics and autonomy, in the construction of a contextualized practice that develops the potential of the student, for the exercise of the teaching profession and citizenship in an Interdisciplinary and planetary perspective. The training of rural educators requires a look at the identity of the rural subjects, local culture, contexts and sustainability. The training process must mobilize scientific, technical, pedagogical knowledge and enable intercultural dialogue. In this article we aim to analyze the training of rural educators under PRONERA, in the Geography Degree course at Campus Mata Norte, through the curricularization of university extension based on Pedagogy of Alternation. The qualitative approach research was developed to analyze the activities carried out by students in community time. We used bibliographic and documentary research as a method of procedure for data collection and analysis of the content of the reports presented by the researched groups. The results revealed that alternation pedagogy promotes articulation with knowledge and intercultural dialogue between the local community and the university. The curricularization of popular extension in initial training made it possible for students to immerse themselves in the local community and to build the professional identity of teachers, in the local context, in areas of agrarian reform.