ALTERNATION PEDAGOGY AS A CENTRAL PRINCIPLE OF RURAL EDUCATION: PRINCIPLES, INSTRUMENTS AND LUCHAS FOR A TRANSFORMATIVE RURAL SCHOOL

Abstract

Alternating Pedagogy is configured as the central and distinctive methodological element of Rural Education, emerging as a pedagogical proposal built from the realities and needs of rural populations. Its organizational foundation is based on the systematic alternation of training times between the school space (School Time) and the family, community and productive context (Community Time). This alternation is understood not as a mere chronological distribution, but as an intentional dialectic that seeks to overcome the hierarchy of knowledge, articulating systematized academic knowledge with local, cultural and traditional peasant knowledge. Methodologically, inspired by Popular Education and the legacy of Paulo Freire, pedagogy operates through instruments such as the Plan of Studies, the Cuaderno de la Realidad and the Registros, which guide the problematization, the investigation and the systematization of the experience lived in the territory. Its objective is an integral and emancipatory education, oriented towards sustainable territorial development and the formation of critical subjects linked to their life contexts. However, its effective implementation faces important structural obstacles, such as the lack of adequate teaching training, the fragility and discontinuity of public policies, the hegemony of the urban-centralized school model and the insufficiency of infrastructure and management of public education networks. It is concluded that Alternative Pedagogy is presented not as an isolated didactic technique, but as a political-pedagogical project in dispute, fundamental to guarantee the right to a contextualized education and to affirm the dignity and permanence of quality of young people in rural areas.