TECHNICAL VISIT TO THE SANTA ÂNGELA FAMILY AGRICULTURAL SCHOOL (EFASA)

Abstract

The technical visit allowed us to analyze the pedagogical practices developed in a rural educational institution that adopts the pedagogy of alternation as its methodological basis. This approach articulates moments of training at school and in the community, integrating theory and practice and strengthening the relationship between scientific knowledge and local knowledge. During the experience, it was possible to observe educational spaces focused on agricultural production, vegetable gardens, nurseries, and practical activities that stimulate sustainability and student leadership. The institution offers technical courses and develops actions such as the study plan, tutoring, family visits, evening gatherings, and the Young Professional Project (PPJ), which promote meaningful and comprehensive learning. The visit highlighted the transformative role of rural education in the formation of critical, autonomous young people committed to sustainable rural development.