Narrativas de estudantes no contexto da pedagogia da alternância: estratégias formativas e processos metacognitivos

Abstract

The Pedagogy of Alternating is a modality of pedagogical proposal developed in scope of the Field Education that was structured from the demands of farmers, with the purpose ofguaranteeing an integral formation of the subject. This, aiming the orientation and the professional insertion of the rural population, as well as the contribution to the development of the rural area. Considering the studies on Field Education and Pedagogy of Alternating developed by Caldart (2002, 2013) and Gimonet (1998, 2007), this research aims to understand how the spaces and times promoted by an alternating organizational and methodological structure and thought in a Field Education, potentiate processes that lead learners to know, reflect and self-regulate their formative process. This direction was based on a problematic established, essentially, by the following questions: what elements/situations do the students mobilize in light of an alternating organizational and methodological structure that demands the role of active and protagonist subject of their formative process? Through what conditions do the strategies that the school has in its alternating methodological organization - Seminar of Criticism and Self-Criticism and the Time of Written Reflection, among others - potentiate metacognitive knowledge/thoughts in learners in their formative process? To answer these questions, the research was characterized as an ethnographic case study, using three research procedures: the participatory observation, the documentary analysis and the focal group. These delineations were based on theoretical-conceptual bases about culture and learning in Pozo (2002), in relation to the narrative, culture and externalization in Bruner (2001) and, still, referring to the metacognition in Flavell (1979). Thus, the analysis of the primary data and a theoretical reflection allow the structuring of thematic categories, in two directions. The categories of political, youth and alternating dimensions of formation are focused on the analysis of the first problem and the categories related to the collective and cooperative dimension of formation turn to the second question. With these approaches, we obtained results that proved to be the spaces and times promoted by an alternating organizational structure mobilizers, in students, from situations directed to participatory experience, to the construction of life projects idealizing the possibility of a more democratic future and cultural elements different from those experienced in their communities. With regard to the processes that lead learners to know, reflect and self-regulate their formation it was evident that the possibilities of cognitive advancement arise from participation in groups, and it is through cooperation among peers that strategies can be potentiating of metacognitive knowledge/ thoughts.