THE EDUCATIONAL ROLE AND THE COMPLEXITY OF THE WORK DONE BY WOMEN IN THE ESCOLA FAMÍLIA AGRÍCOLA DE SANTA CRUZ DO SUL

Abstract

This article presents a section of the research project "(De)coloniality of being/power/knowing in the Pedagogy of Alternance: systematization of an experience" and has as its objective to understand the complexity of the work done by peasant women in the rural properties and the educational role played by them in the Escola Família Agrícola de Santa Cruz do Sul (EFASC). This is qualitative research that highlights the participation of women in the Pedagogy of Alternance. To this end, we analyzed interviews with peasant women who have ties with EFASC, in the context of a doctoral thesis linked to the aforementioned project. As a theoretical and epistemological orientation, we have taken the principles of popular education and rural education as foundations, better understanding the pedagogical process of the school and the importance of the knowledge and work performed by the women farmers to guarantee that the alternance happens. From these analyses it was possible to understand that women's knowledge is not limited to domestic and care work, for they also play an educational role inside the farms, with the construction and transmission of new knowledge based on popular knowledge and knowledge for the maintenance of the survival of the family and the community. Another issue observed refers to the consciousness about education and work in the process of the pedagogy of alternance. Besides this, the analysis made it possible to understand that during the exchange and construction of knowledge inside the rural properties, the knowledge transmitted to the boys and girls is differentiated, conserving or deconstructing the social roles expected for the group of students in the dominant pedagogy