Made available in DSpace on 2014-12-17T14:36:36Z (GMT). No. of bitstreams: 1 NeilaRCS.pdf: 2096384 bytes, checksum: 66ffe27b2b748a3fa3b9b28c9e21fe3b (MD5) Previous issue date: 2006-10-05 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study theme is the Rural Familiar House Program (RFHP), through the Rural Familiar House of Uruar?-PA city (URFH), from 2000 to 2005. It is considered as base the education offered to the field young people, in the modality of basic education by alternation methodology between the Familiar and School Times in the two first from 5th to 8th grade classrooms. From the argument about the understanding importance and need of knowledge transmission and construction to be established in the inter-section between general references of the social reality and the subjective ones. It constitutes an educative work that both values domain of knowing and the creative capacity of each pupil. Considering that the greatest aim of the education is the human being emancipation, this thematic for the development of the documentary and field research was defined with the delimitated thematic for the educative practice-proposal in alternation, choosing the Program of the RFHs as the reference to carry out an analysis which considered fruitful in the articulation between education and educative work. This study had the objective to contribute for the debate concerning the alternation and to understand presuposals and educative practice of the RFHs what its importance for the young people and its relation with the field educational policy. For this, it was used, mainly, from analytical references of authors, such as Williams, Gramsci, Adorno, Freire, Shiva, Soares, Molina, Tonet, et. all, all were also important for the construction of this work. The studied documentary sources, as well as the verbal ones the actors also interviewed had allowed, in irreplaceable way and significantly, a critical analysis on the pedagogical proposals and the articulation among school, familiar work and education, which was carried out in the formation of URFH, the sessions of alternation between Time School and Time Family. The results are scored with the chapter construction, as they had presented themselves in several sources and the reading which was made. A reading that signals for the affirmation which is possible to overtake the emphasis on technicality, mediated in the practice-theory-practice relation, still present in the alternation, and, thus, to be able to make an educative work that intends to contribute for the young people education with capacity of being, thinking and to act actually as subjects of their history / O Tema deste estudo ? o Programa das Casas Familiares Rurais (CFRs), por meio da Casa Familiar Rural de Uruar?/PA (CFRU), entre os anos de 2000 e 2005. Considera-se, como base, a forma??o ofertada aos jovens do campo, na modalidade de educa??o b?sica, pela metodologia de altern?ncia entre os Tempos Escola e Familiar, nas duas primeiras turmas de 5? ? 8? s?rie. Parte-se do argumento sobre a import?ncia do entendimento e da necessidade de transmiss?o/constru??o do conhecimento, fundados na inter-sec??o entre refer?ncias gerais da realidade social e das subjetivas. Constitui um trabalho educativo que valoriza, tanto o dom?nio dos saberes, como a capacidade criativa de cada aluno. Considerando que o fim maior da educa??o ? a emancipa??o humana, definiu-se esta tem?tica para o desenvolvimento da pesquisa documental e de campo, com o recorte para a proposta/pr?tica educativa em altern?ncia, escolhendo o Programa das CFRs como a refer?ncia para realizar uma an?lise que se prop?s fecunda na articula??o entre educa??o e trabalho educativo. Este estudo teve o objetivo de contribuir para o debate acerca da altern?ncia e compreender os pressupostos e a pr?tica educativa das CFRs e qual a sua import?ncia para o jovem, a sua emancipa??o e sua rela??o com a pol?tica educacional do campo. Para isto, valeu-se, principalmente, das refer?ncias anal?ticas de autores, como Williams, Gramsci, Adorno, Freire, Shiva, Soares, Molina, Tonet, entre outros, todos tamb?m importantes para a constru??o deste trabalho. As fontes documentais estudadas, assim como as orais os atores entrevistados tamb?m permitiram, de modo insubstitu?vel e significativamente, uma an?lise cr?tica sobre as proposi??es pedag?gicas e a articula??o entre a escola, trabalho familiar e educa??o, realizada na forma??o da CFRU, nas sess?es de altern?ncia entre Tempo Escola e Tempo Fam?lia. Os resultados s?o pontuados ao decorrer da estrutura??o dos cap?tulos, conforme se apresentaram nas diversas fontes e na leitura que destes se fez. Uma leitura que sinaliza para a afirma??o de que ? poss?vel ultrapassar a ?nfase sobre o tecnicismo, mediado na rela??o pr?tica/teoria/pr?tica, ainda presente na altern?ncia, e, assim, poder fazer um trabalho educativo que pretenda contribuir para a forma??o de jovens com capacidade de ser, pensar e agir de fato como sujeitos de sua hist?ria