This article scientific presents a study about Pedagogy of Alternation, with the aim of analyzing its contribution to field education. A bibliographic theoretical research was carried out with a qualitative approach that made it possible to deepen the knowledge regarding history, about the specific legislation of field education, and the principles of the Pedagogy of Alternation. This teaching method presents itself as an alternative of contextualized education, focused on economic, social and political development, it takes place in alternate time and space and the teaching instruments are elaborated from the reality of the school and its students, this proposal it gradually changes the context in which people are inserted, in addition to changing the lives and thoughts of young people. In the analysis it was evident that the Pedagogy of Alternation through the Family Centers for Training by Alternation (CEEFAS), has performed an important role in field education, as it has its own tools and an innovative approach that directly contributes to the teaching process.
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