It is known that the agricultural sector is one of the spaces that generates a range of new
relations over the territory, where antagonistic create landscapes and profound impacts on the
spatial formation that (re) organize the Brazilian territory, generating new territorial
arrangements due to exercise of farming that radically modifies the classic rural-urban
relations. Considering the premise cited along with the social constructivist teaching proposal
that deviates from the rigidity of standard procedures, with that look on the teaching of
geography in technicist education, this work has as main objective to identify and analyze the
disciplines that are focused on training that prioritizes Rural Educat ion (even in the context of
a family farm) as well as the disciplines that emphasize training for agribusiness (labor force)
present in the course of EFAPN plan, especially regarding the discipline of Geography. This
intention to present some specific verification objectives were outlined, namely:
Contextualizing education / field and the pedagogy of alternation to further understand the
emergence of EFAPN while teaching equipment within the Tocantins peasant; Locate the
technical training of the productive EFAPN historical context of agrarian relations produced
through the expansion of agribusiness, and; Analyse and present disruptions borders in
teaching EFAPN regarding integrated professional technical training. Regarding the
methodological procedures, our starting point was to analyze the course plan of EFAPN. Then
we made the effort to (re) visit all categories of analyzes appearing in discussions of this work
(education, geography education, agribusiness, rural schools, etc.), striving for a literature
review on the education / field , pedagogy of alternation and consequently about linking these
issues with the creation of EFAPN. The method was dialectical and historical materialism, to
elucidate the historical process of field education and linking the expansion of agribusiness in
Porto Nacional. In this perspective, the proposed research is embedded in a Geo-Territorial
study approach. The time frame of the work begins in the 90s when it was deployed to Family
Farm School in the city of Porto Nacional, although we will not let go of the historical path of
their deployment that dates back to the 60's here in Brazil and also his first guided
implantation into the mid 30s in France. The current work is justified by knowing that the
teaching of geography walks at a slow pace in Brazil due to the use of traditional approaches
used in the teaching and learning process, which does not seek to privilege the experiences
and make most of the subjects in the construction of knowledge. Another reason is to give the
experience of current research in their final year of graduation among a university extension
project titled "The geographic look at the city and the artistic and cultural events: theater,
music, literature and painting in the construction of citizenship" Federal University of
Tocantins that sought compromise through social constructivist approach to the teaching of
geography in EFAPN. This research becomes complacent in dealing with the Field Education,
knowledge area with scarce debates within academic environment and then with infrequent
publications.
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