YOUTH AND ADULT EDUCATION AND ALTERNATING PEDAGOGY: POSSIBILITIES FOR A CONTEXTUALIZED, HOLISTIC, AND EMANCIPATORY EDUCATION

Abstract

This article analyzed the contributions and challenges of Alternation Pedagogy to Youth and Adult Education, emphasizing curricular contextualization, school retention, and the comprehensive education of working students. The study adopted a qualitative, exploratory, and descriptive approach through a literature review of 15 scientific articles published between 2023 and 2026. Thematic analysis identified four axes: articulation between educational times and spaces; integration of schooling, work, and territory; participation of families and communities; and teaching and institutional conditions. The results showed that Alternation Pedagogy strengthens the social meaning of learning by connecting school knowledge with work experiences, community practices, and students’ life projects. It also contributes to valuing diversity, strengthening autonomy, reducing the gap between school and everyday life, and developing integrated curricula. However, its effectiveness depends on specific teacher training, collaborative planning, adequate infrastructure, community-period monitoring, formative assessment, and retention policies. The study concludes that Alternation Pedagogy should not be understood merely as a change in the school calendar, but as a dialogical pedagogical organization capable of addressing the specificities of Youth and Adult Education, particularly in rural and vocational education contexts.