THE ALTERNATION AS AN INNOVATIVE TEACHING METHODOLOGY IN THE RURAL EDUCATION UNDERGRADUATE PROGRAM: PRELIMINARY RESULTS

Abstract

This article aims to analyze the preliminary and exploratory results of the ongoing Doctoral research in the Programa Rede Nordeste em Ensino (Northeast Teaching Network Program), at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN), Mossoró Campus. Regarding the theoretical-methodological aspects for the writing of the present article, we relied on the framework that has been produced within the scope of the courses in Research Methodology, and in Teaching and Scientific-technological Education, Citizenship, and Curricular Innovation, particularly with regard to aspects related to the approach and the qualitative research techniques. We will seek to understand, under the theoretical-conceptual and documentary framework of the ongoing Dissertation, if the alternation methodology showcases an innovative perspective in teaching within the Rural Education Undergraduate Program offered at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN), the empirical locus of the research. We identified in the preliminary analysis that, from the standpoint of its genesis, the alternation methodology has received criticisms and notably undergone changes from different perspectives, not only in terms of its conceptions, but also historical, political, and curricular aspects. However, it still constitutes an innovative proposal from the perspective of formative praxis, as it considers the theoretical-conceptual, experiential, and practical aspects, as well as the experiences the undergraduate students accumulate through their educational years.