Pedagogia da alternância sob à luz da Teoria do Ator- Rede: o transladar inicial dos Centros Familiares de Formação por Alternância

Abstract

This study addresses the question of how the Alternation Pedagogy (AP), a family farmers’ initiative that began in the 1930s, apparently without fi nancial and structural resources, has consolidated itself in such a way as to spread to the whole world. Theoretically, the analysis lens was the Actor-Network Theory (TAR). Methodologically, a study was carried out, mainly in the 1930s and 1940s, in France, through documentary sources. The analysis was done through the concepts of translation, according to the TAR, seeking to follow the “traces” left by the actors in the records and sources analyzed. It was possible to verify that there were four strategies that called attention in the consolidation of the AP during the decades that followed its emergence. The fi rst strategy concerns how the participation of families has been ensured, the main objectives have been maintained and responsibilities have been defi ned. The second concerns the ways in which recruiting allies occurred. The third concerns the need for dispute resolution among external allies. The last strategy identifi ed concerns the inscriptions necessary to give meaning and validity to the pedagogical method that was being translated. The performance of the mediators inscribed the PA in continuous translations, making the PA that began to expand in the 1950s had the marked variations described, both in relation to the objectives, and in relation to the inscriptions and mobilizations initially carried out in the 1930s.