Pedagogia da alternância e as escolas famílias no Estado do Amapá: aportes para o desenvolvimento local

Abstract

The realization of this study had as objective to verify the contributions of the six (6) Family Schools (EFAs - Pacuí Agricultural Family School, Agricultural Family School of the North Perimeter, Carvão Agroextrativist Family school, Family School Agroextractivist of Maracá, Cedro Agroextractivist Family School and Family School Agroecological of Macacoari) in the Amapá state, together with its methodology, the pedagogy of alternation, in the integral formation of its students and in the rise of local development, this last one, through the promotion and strengthening of the social capital. There was also an interesting to know the trajectory of the object of study, since they have been implemented almost three decades (1989 to 2017) in the Amapá state. For a study with objects of such diversified realities, was used the Multiples case study method, because in order to understand the object, there was a need for discussions about many knowledge areas starting from a diversified literature for a dialectical understanding of the observed object. The techniques used were interviews, oral-history, documentary research, bibliographic research and observation. After the data collection, a descriptive statistic was performed with a qualitative-quantitative approach. With the work conclusion, it was noted that the EFAs contribute in an incipient way to integral formation of their students and promotion of Social Capital through the bonds of solidarity, trust and cooperation, characteristics existing in the institutions that use the Alternance Pedagogy. However, due to the numerous problems identified during the development of this, the results reached by the EFAs, by providing a basic education in the formation of their regular students are not enough for the formation of networks between partner institutions and, thus, ensure local development