The thesis aimed to identify and analyze the contributions of the Pedagogical Alternation developed in the Course of Licenciatura in Education of the Field, at the Federal University of the South and Southeast of Pará - UNIFESSPA, for training of the educators, regarding the principles of the education of the field. The research was based on assumptions of a qualitative nature, having as instruments of data collection the documentary analysis; participant research; semi-structured interviews. For the data collection fifteen students were interviewed; seven LPEC trainers and two representatives of the Social Movement - MST. The organization and analysis of the data is structured in four Axes I-Pedagogical Alternation in the formation of the educator: contributions that Focus on the dynamics of the Schools, Communities of the field and University; Axis II - Pedagogical Alternation: training, work and land in the training practices of the field educator; Axis III- Pedagogical Alternation Contributions to a Human Formation, Field Educator's Policy; Axis IV - Pedagogical alternation in the formation of the educator and the Production of Knowledge based on the practices of educational research. The structure of the thesis is organized in four chapters. In the first one we present the hegemonic conceptions of formation and the counter hegemonic from the perspective of the Field Education Movement and the development of the Degree in Field Education in Brazil. In the second chapter we expose the theoretical principles of methodological of the Pedagogy of Alternation and the Pedagogical Alternation in the formation of the educator of the field. In the third chapter we present the historical social context of the Region of Southeast of Pará where it is located of UNIFESSPA we present the organization of the Pedagogical Alternation in the Course LPEC. In the fourth chapter we analyze the data structured in the four Thematic Axes from the view of the subjects of the formative process highlighting the contributions of the Pedagogical Alternation in the formation of the educator of the field. The results of the research led us to identify several contributions of the alternation. The contributions point to the materiality of the principles of Field Education as educational practices that affect the reality of schools and communities that value culture, knowledge and knowledge of the people; the alternation contributes to a formation has as formative matrix the relation with the land and the work of the subjects of the field; the contribution of alternance points to a human and political formation of the educator, as well as alternation contributes to the production of knowledge socially committed to the working class of the field.
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