Educação do campo: alfabetização científica e a pedagogia da alternância em uma escola família agrícola

Abstract

The Escola Agrícola Família - EFA- has been working since 2008, developing a formal education in Integrated High School serving sons and daughters of farmers in the 18 municipalities of the Serra da Capivara Territory. This work sought to investigate how science education is constituted in rural education within the Escola Família Agrícola project through the instruments of Pedagogy of Alternation. The agricultural school is located in the municipality of São Lourenço do Piauí and operates alternately, 15 days at school and 15 days in the community where they live and is inspired by the guiding principles of Pedagogy of Alternation. As far as the methodological path is concerned, we used the qualitative and quantitative approach, also counting on the documentary and ethnographic method. Consultations ranged from materials produced by students to official documents that contribute to guiding the functioning of the EFA. In the field research, a reduced version of the Basic Scientific Literacy Test-TACB was used as an instrument for data collection to be applied to students. For monitors, in addition to TACB, a semi-structured form to profile them. The analysis of the results revealed that of the 38 students of the 3rd. Year of the Integrated High School Technical Courses in Agriculture and Zootechnics, it was evidenced that only 11 (28.9%) could be considered scientifically literate, while 27 (71.1%) did not reach the minimum number of correct answers in the three axes. Among the pedagogical instruments observed, the Youth Professional Project - PPJ deserves special attention, as one of the greatest challenges faced by the student is the beginning and completion of the project in the last year. The analyzes carried out in this work indicated that the results of the students of the studied population were unsatisfactory in relation to the Simplified Basic Scientific Literacy Test - TACB-s.