Training plan, literacy, and educational practices in the pedagogy of alternation

Silva, Cícero da

Cícero da Silva

- Universidade Federal do Tocantins, Tocantinópolis, TO, Brasil. Contact: cicolinas@yahoo.com.br.

http://orcid.org/0000-0001-6071-6711

Cícero da Silva is PhD in Language and Literature by the Federal University of Tocantins and a professor at the same institution. He works in the areas of Applied Linguistics and Rural Education/Pedagogy of Alternation. He leads the Research and Study Group on Rural Education - Gepec/CNPq.

Figures (7)
Tables (5)

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Figure 1
The four cornerstones of the CEFFA

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Figure 2
Study visit - SP family farming*.

* The photo shows the study visit related to the SP family farming agenda, foreseen in the training plan (^{Exhibit 1} Exhibit 1 Training plan13 – themes of the eight (08) study plans and activities planned: AFSZD high school junior class - 2014 LANO DE FORMAÇÃO 1ª SÉRIE DO ENSINO MÉDIO INTEGRADO AO CURSO EM AGROPECUÁRIA PLANO DE ESTUDO (PE) COLOCAÇÃO EM COMUM VISITA DE ESTUDO INTERVENÇÃO EXTERNA EXPERIÊNCIA ATIVIDADE DE RETORNO ESTÁGIO Introdução Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Será apenas de observação com relatório PE Agricultura familiar Participação da família no processo de produção Horta do Setor Rodoviário Josiel, Elivânia Ruraltins Plantio de milho, banana, madioca, feijão Desenvolver cultivo das culturas citadas Observação relato da visita PE Solo Verificar tipos de solo, manejo e conservação Propriedade do César - Palmeirante Ruraltins Evane Experiência no solo da propriedade Atraves do resultado fazer a correção do solo Monitoria EFA PE Criação de aves Melhoria no hábito alimentar e comercialização do excedente Aviário de Brasilândia SEBRAE/RURALT INS IFTO - Colinas Granja da escola Criação na propriedade Observação na granjada escola PE Olericultura Verificar se há complementação da alimentação e comercialização do excedente Horta do Setor Rodiviário Projeto PAES-Elivaria Horta da escola Cultivar horta na propriedade Observação na horta da escola PE Piscicultura Realidade das comunidades em relação à piscicultura Zé Maria, Brasilândia e Faz. São Judas Tadeu ADAPEC SEBRAC Renan Ruraltins Propriedade do Sr. Hélio Levantamento da área para condições adequadas para criação Monitoria EFA PE Jardinagem e paisagismo Ambiente: verificar e transformas a aparência da propriedade da propriedade Floricultura BR 153 Erivelton Fazer um jardim na escola Melhorar a aparência da escola Observação PE Apicultura Forma de produção Nova Olinda Palmeirante (Geraldo) Gilson, pai de aluno Caixas de abelhas da escola Observação e fotos da polinização Observação PE Agroextrativismo Sistema de produção e extração e conservação do meio Chácara da Belcholina Belcholina Reserva da escola e sítios vizinhos Desenvolver extração de frutos do cerrado Monitoria EFA *Esta atividade não se aplica à turma da 1ª série do ensino médio da EFAZD, embora o estudo de cada um dos PE possa oportunizar a observação. ).Source: research data (2014).

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Figure 3
– Study visit – SP olericulture*

* This image is a record of another study visit students paid to a vegetable garden in order to broaden the knowledge on the theme of SP olericulture.

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Figure 4
– Meeting with parents, students, and pedagogical team at AFSZD

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Figure 5
–Putting together – Record in the NR

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Figure 6
– Putting together – didactization*

* The photo shows the students responsible for putting together activities in the classroom. Nelma has taken on the role of writing the records on the blackboard, as shown in Figure 6.

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Figure 7
– Study visit – SP gardening and landscaping – Record in the NR

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– Plano de formação13 – temas dos (08) planos de estudo e atividades previstas: 1º ano do ensino médio da EFAZD – 2014*

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Table 1
– training plan9 of a CEFFA

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Example 1 – Study visit As soon as the monitors and students arrived in the vegetable garden, they were received by the employee Mr. José, who has been working in this activity for eight years. To begin the conversation, the students (notebook and pen in hand to take notes of the activity) asked the grower about the type and origin of the fertilizer used in the vegetable garden, who explained that it is organic (cattle dung collected in farms). Mr. José then explained the process of growing and producing spring onions, time and irrigation technique with sprinkler. The students also asked about the cost/benefit of irrigation with the use of sprinklers. In addition, the monitor Nilson asked about the amounts invested in the hourly irrigation system. Besides saying that the cost is not low, the grower also talked about the water distribution network in the seedbeds. Next, monitor Eduardo inquired about the most common pests in the vegetable garden. The olive grower said that the African snail was the most harmful one damaging his crop and told he used baits to control it. In addition, Mr. José explained the students that the production of the vegetable garden is sold in fairs and supermarkets in the area and that the remaining (discarded) vegetables can be used as cover in the garden beds. Then, monitor Nilson asked Mr. José about the origin of the seeds used in the vegetable garden and the olive grower said that the seeds are purchased in Colinas; that is, they do not produce seed yet. The student Ana asked about the labor relations and wages of the employees working in the vegetable garden. Mr. José said he has been working in the vegetable garden for eight years and has a signed work permit. In all, there are 14 people working there. An activity like this hardly happens in schools. However, it is very important for the training of the students because it is mediated by other events of literacy, since it allows to really learn know about the activity (in the case of the 1st year: SP Olericulture), how it works, techniques used, production, fertilization, pest control, irrigation etc., in addition to the interactions involving oral and writing skills. (SP Olericulture: Study visit. Field Note. N. 020/2014).

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Table 2
– Summary of the scope of the SP themes

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Training plan13 – themes of the eight (08) study plans and activities planned: AFSZD high school junior class - 2014

Figure 2 Study visit - SP family farming.
The photo shows the study visit related to the SP family farming agenda, foreseen in the training plan (^{Exhibit 1} Exhibit 1 Training plan13 – themes of the eight (08) study plans and activities planned: AFSZD high school junior class - 2014 LANO DE FORMAÇÃO 1ª SÉRIE DO ENSINO MÉDIO INTEGRADO AO CURSO EM AGROPECUÁRIA PLANO DE ESTUDO (PE) COLOCAÇÃO EM COMUM VISITA DE ESTUDO INTERVENÇÃO EXTERNA EXPERIÊNCIA ATIVIDADE DE RETORNO ESTÁGIO Introdução Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Conhecer a turma / revisão Será apenas de observação com relatório PE Agricultura familiar Participação da família no processo de produção Horta do Setor Rodoviário Josiel, Elivânia Ruraltins Plantio de milho, banana, madioca, feijão Desenvolver cultivo das culturas citadas Observação relato da visita PE Solo Verificar tipos de solo, manejo e conservação Propriedade do César - Palmeirante Ruraltins Evane Experiência no solo da propriedade Atraves do resultado fazer a correção do solo Monitoria EFA PE Criação de aves Melhoria no hábito alimentar e comercialização do excedente Aviário de Brasilândia SEBRAE/RURALT INS IFTO - Colinas Granja da escola Criação na propriedade Observação na granjada escola PE Olericultura Verificar se há complementação da alimentação e comercialização do excedente Horta do Setor Rodiviário Projeto PAES-Elivaria Horta da escola Cultivar horta na propriedade Observação na horta da escola PE Piscicultura Realidade das comunidades em relação à piscicultura Zé Maria, Brasilândia e Faz. São Judas Tadeu ADAPEC SEBRAC Renan Ruraltins Propriedade do Sr. Hélio Levantamento da área para condições adequadas para criação Monitoria EFA PE Jardinagem e paisagismo Ambiente: verificar e transformas a aparência da propriedade da propriedade Floricultura BR 153 Erivelton Fazer um jardim na escola Melhorar a aparência da escola Observação PE Apicultura Forma de produção Nova Olinda Palmeirante (Geraldo) Gilson, pai de aluno Caixas de abelhas da escola Observação e fotos da polinização Observação PE Agroextrativismo Sistema de produção e extração e conservação do meio Chácara da Belcholina Belcholina Reserva da escola e sítios vizinhos Desenvolver extração de frutos do cerrado Monitoria EFA *Esta atividade não se aplica à turma da 1ª série do ensino médio da EFAZD, embora o estudo de cada um dos PE possa oportunizar a observação. ).Source: research data (2014).

Knowledge of Reality							Professionail disciplines					Common core disciplines
Period	Session	Gene. Axle	Study plan (SP) - Socio-professional research theme	Putting together	Study visits	Return activity	Agriculture	Zootechnics	Rural economy	Agroindustry	Enviromental legislation and management	Portuguese	Mathematics	History	Geography	Biology	Chemistry	Physics	Arts	Foreign language
1^o	1	Family and work	My family history
	2		The division of labor
	3		Animal feed
	4		The property and its organization
	5		Organic agriculture
	6		Seed selection
	7		Pest and disease management
	8		Harvesting and storage

Example 1 – Study visit

As soon as the monitors and students arrived in the vegetable garden, they were received by the employee Mr. José, who has been working in this activity for eight years. To begin the conversation, the students (notebook and pen in hand to take notes of the activity) asked the grower about the type and origin of the fertilizer used in the vegetable garden, who explained that it is organic (cattle dung collected in farms). Mr. José then explained the process of growing and producing spring onions, time and irrigation technique with sprinkler. The students also asked about the cost/benefit of irrigation with the use of sprinklers. In addition, the monitor Nilson asked about the amounts invested in the hourly irrigation system. Besides saying that the cost is not low, the grower also talked about the water distribution network in the seedbeds. Next, monitor Eduardo inquired about the most common pests in the vegetable garden. The olive grower said that the African snail was the most harmful one damaging his crop and told he used baits to control it. In addition, Mr. José explained the students that the production of the vegetable garden is sold in fairs and supermarkets in the area and that the remaining (discarded) vegetables can be used as cover in the garden beds. Then, monitor Nilson asked Mr. José about the origin of the seeds used in the vegetable garden and the olive grower said that the seeds are purchased in Colinas; that is, they do not produce seed yet. The student Ana asked about the labor relations and wages of the employees working in the vegetable garden. Mr. José said he has been working in the vegetable garden for eight years and has a signed work permit. In all, there are 14 people working there. An activity like this hardly happens in schools. However, it is very important for the training of the students because it is mediated by other events of literacy, since it allows to really learn know about the activity (in the case of the 1^st year: SP Olericulture), how it works, techniques used, production, fertilization, pest control, irrigation etc., in addition to the interactions involving oral and writing skills. (SP Olericulture: Study visit. Field Note. N. 020/2014).

N.	Generator theme/SP	Reason for and relationship of the theme with the local community
01	Family farming	In Colinas do Tocantins-TO area served by AFSZD, a great deal of the population live in rural areas in small and medium-sized properties and plots of land in INCRA settlement projects. Therefore, the study of this theme was justified because the peasants’ children need to know what family farming is, its social and economic importance for the community, the participation of families in the production process, the main products cultivated, experimental planting in the rural school, potentialities, types of funding, government programs for the purchase of food from family farming, etc. The planned activities include a visit of the class to a property where family farming is conducted.
02	Soil	The use of soil, whether for food or pasture cultivation, if conducted in an inappropriate manner, can cause environmental problems such as erosion (aggravated by deforestation and uncontrolled burning). The objective of studying the theme is to help young people learn about the types of soil, composition, management and conservation, correction for planting, especially those in the area where they live. In addition, the study’s goal is to lead the students to a better understanding of the type of soil in the property/community where they live.
03	Poultry breeding	The poultry rearing in small quantities, mainly rustic hens, is a very common activity in the properties/communities in the Colinas do Tocantins area. Therefore, in addition to knowing techniques capable of helping improve management, feeding, production of this type of animal and the trade of excess production, the theme was proposed also because it creates conditions for young people to learn about large-scale poultry production in the farms. One of the activities planned in the study of the theme is to take the students to visit a poultry farm.
04	Gardening and landscaping	As much as it is a theme with a still limited economic vocation in the region surrounding AFSZD, its study is important because gardens (either small or large) are present in everybody’s home and help change the landscape of the environment. It also creates opportunities for students to improve planting techniques, fertilization, pruning plants, etc. The practical activities listed include a visit the class will pay to a local flower shop and students’ participation in the (re)construction of the school’s own garden.
05	Olericulture	Olericulture is a very important activity for families in the region. In addition to producing vegetables (lettuce, scarlet eggplant, cabbage, coriander, parsley, chives, cucumber, tomato, okra, zucchini, etc.) for their own consumption, the surplus production is marketed at fairs and markets by farmers. Therefore, the theme was chosen to help students learn about the importance of vegetables in nutrition, techniques to improve cultivation, production marketing and commercial potential of products. The practical activities involve visiting a large vegetable garden in Colinas do Tocantins and conducting experiments in AFSZD’s own vegetable garden. This theme is also intended to help students improve or build vegetable gardens in the properties where they live, thus improving the families’ eating and income.
06	Fish farming	Fish farming does not require large extensions of land for tank installation and is increasing in the region where AFSZD is located. It is sufficient for the property to have water to build the tank. The choice of this theme for study was because students need to know the importance of eating fish for health, the techniques employed in fish farming, appropriate areas to install a pond, and the advantages of this type of activity for small farmers. In this study the class visits a property to learn about fish farming, including the species of fish produced.
07	Beekeeping	Since the late 1990s, honey production has been growing in and around Colinas do Tocantins. Proof of this is an association of beekeepers in town. In proposing the study of this theme, the goal is to help young people learn beekeeping techniques, species, honey extraction, the importance of honey for health and marketing of products. The study also aims to show students that, like others, beekeeping is a suitable activity for small properties and quite profitable. One of the hands-on activities is to enable young people to get to know an apiary installed in the rural school area.
08	Agroextractivism	Although families develop other activities in their properties, vegetable extractivismis recurrent in Colinas do Tocantins and region. The most widely collected fruits of the savanna biome are: pequi, buriti, murici, cajá, and bacaba. The families collect these fruits both for their themselves and to sell the surplus of raw fruits and its by-products (preserves, pulp, and candies). The study of the theme aims to show the economic importance of these products for small farmers and the role of nature preservation to ensure the continuity of production, since deforestation and burning are destroying the biome of the region, which is the savanna.

[1] Cícero da Silva is PhD in Language and Literature by the Federal University of Tocantins and a professor at the same institution. He works in the areas of Applied Linguistics and Rural Education/Pedagogy of Alternation. He leads the Research and Study Group on Rural Education - Gepec/CNPq.

Brasil

Brasil

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