The formative processes of the degree in field education: new and other knowledge and doing evidenced by/in the notebooks of reality

Abstract

The text reflects the knowledge production of students from the undergraduate course in Rural Education, concerning their formative processes, taking as a source the Notebooks of Reality, a fundamental pedagogical mediation in the methodological process of the Alternation Pedagogy. It is based on the thought of Marc Bloch (2001), Carlo Ginzburg (2002, 2007a, 2007b) to operate from the multiplicity of sources and the need to interrogate them for the production of the historical narrative, which is constituted by diving into the sources studied in a simultaneously rigorous and flexible way. In this perspective, it is a question of searching the Notebooks of Reality for clues and signs that enable the understanding of the formative processes of undergraduate students in Rural Education at the Federal University of Espírito Santo. The results indicate that the Notebooks of Reality, taken in a questioning and interrogative reading, are shown as entrance doors – or sometimes, gaps or cracks – that allow us to reflect on the innumerable historical, social and cultural experiences linked to the different realities of the rural subjects and that are indispensable to be explored when thought of in the construction of education that dialogues with such experiences.

Keywords: Rural education; Alternation Pedagogy; Reality Notebook; Teacher Training.