Pedagogy of Alternation in academic productions in Brazil (2007-2013)
ABSTRACT. The present article maps and discusses the academic production on the Pedagogy of Alternation in Brazil developed by authors linked to Postgraduate Programs of Brazilian institutions, public and private, from 2007 to 2013. It adopts bibliographic and bibliometric methodological procedures...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Tocantins (UFT) |
| Repositorio: | Revista Brasileira de Educação do Campo |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.ufnt.acessoacademico.com.br:article/2719 |
| Acceso en línea: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/2719 |
| Access Level: | acceso abierto |
| Palabra clave: | Alternância Educação de jovens e adultos Educação do Campo Pedagogia da Alternância Pesquisa |
| Sumario: | ABSTRACT. The present article maps and discusses the academic production on the Pedagogy of Alternation in Brazil developed by authors linked to Postgraduate Programs of Brazilian institutions, public and private, from 2007 to 2013. It adopts bibliographic and bibliometric methodological procedures in its development, having as source of data the Bank of Thesis and Dissertations of CAPES. It is based on the studies of Teixeira, Bernartt and Trindade (2008), seeking to retake the course they initiated in relation to the knowledge of academic production on Alternation (1969 to 2006), broadening the debate on the themes researched, reaffirming trends and signaling new demands. The set of 73 papers selected in this article, 63 dissertations and 10 theses, reinforces the concentration of academic production in institutions in the Southeast region, but indicates a jump in the same in the South. It confirms as themes of greater interest the relation of the Pedagogy of Alternation with the Rural Education and with the development of the environment. It also evidences the increasing adoption of Alternation in educational and school contexts in which it is not traditional, such as Federal Institutes and Universities and its articulation with Youth and Adult Education. |
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