The pedagogy of alternation against curriculum theories: traditional, critical or post-critical?

Abstract

Created in France in 1935, the Pedagogy of Alternation has the school space-time and the family space-time as organic, inseparable, aiming to promote the integral formation of rural people, valuing the social practices that constitute them. This bibliographic work aims to understand how this educational modality in the countryside, according to Gimonet (2007), García-Marirrodriga and Puig-Calvó (2010), Nosella (2014, 2020) and Granereau (2020), is positioned in relation to curriculum theories: traditional, critical and post-critical. We resort to the problematization of curriculum scholars such as Silva (2003, 2010), Berticelli (2001), Paraíso (2010), Lopes and Macedo (2011) who think of culture as a field of struggle around social significance and curriculum as productive practice that produces social identities. For the analysis of the contours that the Pedagogy of Alternation assumes in relation to the theories of the curriculum, the concept of identity politics as an instrument for claiming cultural groups that have occupied spaces on the margins of society such as family farmers, will be important, since, curricular propositions and knowledge itself are implicated in power relations.