Rural school Taylor-Egido-Bahía-Brasil. The dialogue’s result between alternance pedagogy and Paulo Freire

Abstract

Although Brazil is a country predominant­ly agrarian, in the rural zone of Brazil there is a not a schooling system effectively from the rural zone. The lack of that space of formal education is not the main cause of country poverty but it is one more factor that reinforces it. Until 1891 such edu­cation was not mentioned in constitu­tional texts revealing the national govern­ment negligence. The developed practices in those schools seem not to give impor­tance to the association between life and formal educational activities. The possibil­ity of the existence of a country school as­sociated to the rural reality grows up with the pedagogical model of alternance that emerged as an attempting to fulfill the formal education demand in the country. The alternance pedagogy, on its libertar­ian, progressive and consciousness dimen­sion, dialogues to FREIRE’s principles: defending the education as a continuous process of cultural construction and com­munity development to self-supporting. This paper aims at collaborate with an ed­ucational propose in the country, which is also to the country, from the rural zone of Jaguaquara, once the researching place is the Escola Rural Taylor-Egídio (ERTE), in Jaguaquara district.