PEDAGOGY OF ALTERNATION AS A METHODOLOGICAL POSSIBILITY IN THE UNIVERSITY EXTENSION
DOI:
https://doi.org/10.5212/Rev.Conexao.v.14.i3.0005Keywords:
Formative times, Formation, Alternation.Abstract
Extension practices developed by universities bring academic actions closer to the society, acting as an important learning mechanism. The role of the extensionists, who educate and learn with the groups to which they direct their actions is not that of persuasion. Educating oneself within the liberating practice is anchored in the re-readings carried out in an educational practice of exchanges and in dialogicity, of plural and diverse knowledge. In this way, there is an aspiration to consolidate pedagogical actions that overcome such contradictions and seek this dialogue. Our objective is to understand how the formative process is re-elaborated through the Pedagogy of Alternation in the experiences of university extension. The participant methodology in this research enabled the understanding of methodological actions guided by the Alternation Pedagogy as a pedagogical conception of formation. In this sense, there is a dialogue with indications of three alternating methodological proposals that took place at UFPB - Campus III, such as: Training Course for Sustainable Rural Development Agents; Youth Agrarian Residence Course; The Colors of Soil Project.
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