Fifty years of pedagogy of alternance in Brazil: conflicts and challenges

Abstract

The present work seeks to report the historical process of origin of the alternation pedagogy in the world and in Brazil, emphasizing how the CEFFA’s movement contributes to the general formation of the human being. Initially, the text highlights the political context of Alternation in the state of Espírito Santo, in 2016, based on the State's attacks on this movement, interfering in its functioning, also justified by the lack of understanding of the articulation of training times and spaces. A school in alternation pedagogy is characterized, based on the inspiring principles of CEFFA’s and didactic-pedagogical Instruments, as possibilities of resistance to the invasion of Capital in the field. In the end, as a possibility to expand the training process of the subjects involved in Pedagogy of Alternation, in addition to preserving the germ of this proposal, he proposes the creation of a National Pedagogical Center.