This paper analyzes the contributions of the Rural Family House
from the Pedagogy of Alternation for the development of communities in the
municipality of Cametá field. Specifically examined the participation of graduates
and other subjects in the formative processes in conjunction with the development
of communities and the repercussions on the theoretical and practical experience
in the community. Based on the qualitative approach, using the Semi-Structured
interviews with youth, parents, monitors, teachers, coordinating education,
graduates and representatives of social movements, beyond the analysis of documents
that give legal support to the experience, students’ notebooks, reports the activities
of students, teachers and pedagogical coordination. It was found that the experience
is meaningful for the subjects of the field since it has combined education and work
practices, development of production units with the introduction of techniques related
to family farming and community empowerment in the struggle for legitimation of
social rights.
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