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ABSTRACT. Education is constituted and a constituent of a people's culture and social organization. Based on this assertion, we consider that the theoretical and methodological assumptions of Pedagogy of Alternation enable the construction and realization of educational processes in the perspective of human emancipation. In this understanding, this article aims to analyze contributions from Pedagogy of Alternation to the training of young peasants linked to the Escola Família Agrícola de Jaboticaba - Bahia (BA), in the High School Technical Education Course in Agriculture Integrated to High School. Alternation is developed in educational times called Tempo Escola (TE), when there is a theoretical-practical study that dialogues with Tempo Comunidade (TC), in which the student expands the production of knowledge together with the family's agricultural production activities and, eventually, from the community. The research makes a critical interpretation about the organization of the pedagogical work that the school, field of research, carries out. Based on direct observation of TE activities and documentary research, the authors investigate the political-pedagogical and work principles presented in the Political Pedagogical Project (PPP), in the Reality Book (CR) and in the Supervised Internship Report (ES) of the students. The results show that, in the alternation of TE and TC, the pedagogical processes (pre) are concerned with sustainable development and with the production of knowledge supported by the concrete reality of the social daily life of students and their communities. ; ABSTRACT. Education is constituted and a constituent of a people's culture and social organization. Based on this assertion, we consider that the theoretical and methodological assumptions of Pedagogy of Alternation enable the construction and realization of educational processes in the perspective of human emancipation. In this understanding, this article aims to analyze contributions from Pedagogy of Alternation to the training of young peasants linked to the Escola Família Agrícola de Jaboticaba - Bahia (BA), in the High School Technical Education Course in Agriculture Integrated to High School. Alternation is developed in educational times called Tempo Escola (TE), when there is a theoretical-practical study that dialogues with Tempo Comunidade (TC), in which the student expands the production of knowledge together with the family's agricultural production activities and, eventually, from the community. The research makes a critical interpretation about the organization of the pedagogical work that the school, field of research, carries out. Based on direct observation of TE activities and documentary research, the authors investigate the political-pedagogical and work principles presented in the Political Pedagogical Project (PPP), in the Reality Book (CR) and in the Supervised Internship Report (ES) of the students. The results show that, in the alternation of TE and TC, the pedagogical processes (pre) are concerned with sustainable development and with the production of knowledge supported by the concrete reality of the social daily life of students and their communities. ; ABSTRACT. Education is constituted and a constituent of a people's culture and social organization. Based on this assertion, we consider that the theoretical and methodological assumptions of Pedagogy of Alternation enable the construction and realization of educational processes in the perspective of human emancipation. In this understanding, this article aims to analyze contributions from Pedagogy of Alternation to the training of young peasants linked to the Escola Família Agrícola de Jaboticaba - Bahia (BA), in the High School Technical Education Course in Agriculture Integrated to High School. Alternation is developed in educational times called Tempo Escola (TE), when there is a theoretical-practical study that dialogues with Tempo Comunidade (TC), in which the student expands the production of knowledge together with the family's agricultural production activities and, eventually, from the community. The research makes a critical interpretation about the organization of the pedagogical work that the school, field of research, carries out. Based on direct observation of TE activities and documentary research, the authors investigate the political-pedagogical and work principles presented in the Political Pedagogical Project (PPP), in the Reality Book (CR) and in the Supervised Internship Report (ES) of the students. The results show that, in the alternation of TE and TC, the pedagogical processes (pre) are concerned with sustainable development and with the production of knowledge supported by the concrete reality of the social daily life of students and their communities. ; A educação é constituída e constituinte da cultura e da organização social de um povo. A partir dessa assertiva, consideramos que os pressupostos teórico-metodológico da Pedagogia da Alternância possibilitam a construção e realização de processos educativos na perspectiva da emancipação humana. Nesse entendimento, o presente artigo objetiva analisar contribuições da Pedagogia da Alternância para a formação de jovens camponeses vinculados à Escola Família Agrícola de Jaboticaba – Bahia (BA), no Curso de Educação Profissional Técnica de Nível Médio em Agropecuária Integrada ao Ensino Médio. A Pedagogia da Alternância se desenvolve em tempos educativos denominados Tempo Escola (TE), quando ocorre o estudo teórico-prático que dialoga com o Tempo Comunidade (TC), no qual o estudante amplia a produção do conhecimento junto às atividades de produção agrícola da família e, eventualmente, da comunidade. A pesquisa faz uma interpretação crítica acerca da organização do trabalho pedagógico que a escola, campo da pesquisa, realiza. A partir da observação direta das atividades de TE e na pesquisa documental, os autores indagam os princípios político-pedagógicos e de trabalho apresentados no Projeto Político Pedagógico (PPP), no Caderno de Realidade (CR) e no Relatório de Estágio Supervisionado (ES) dos educandos. Os resultados apontam que, na alternância dos TE e TC, os processos pedagógicos (pré)ocupam-se com o desenvolvimento sustentável e com a produção de conhecimento respaldada na realidade concreta do cotidiano social dos educandos e de suas comunidades. Palavras-chave: Educação, Pedagogia da Alternância, Trabalho Educativo. Contributions from Trade-Off Pedagogy to Agriculture and Cattle Raising Technicians Training: the case of Escola Família Agrícola de Jaboticaba – Quixabeira - Bahia ABSTRACT. Education is constituted and a constituent of a people's culture and social organization. Based on this assertion, we consider that the theoretical and methodological assumptions of Pedagogy of Alternation enable the construction and realization of educational processes in the perspective of human emancipation. In this understanding, this article aims to analyze contributions from Pedagogy of Alternation to the training of young peasants linked to the Escola Família Agrícola de Jaboticaba - Bahia (BA), in the High School Technical Education Course in Agriculture Integrated to High School. Alternation is developed in educational times called Tempo Escola (TE), when there is a theoretical-practical study that dialogues with Tempo Comunidade (TC), in which the student expands the production of knowledge together with the family's agricultural production activities and, eventually, from the community. The research makes a critical interpretation about the organization of the pedagogical work that the school, field of research, carries out. Based on direct observation of TE activities and documentary research, the authors investigate the political-pedagogical and work principles presented in the Political Pedagogical Project (PPP), in the Reality Book (CR) and in the Supervised Internship Report (ES) of the students. The results show that, in the alternation of TE and TC, the pedagogical processes (pre) are concerned with sustainable development and with the production of knowledge supported by the concrete reality of the social daily life of students and their communities. Keywords: Education, Pedagogy of Alternation, Educational Work. Contribuciones de la Pedagogía de la Alternancia a la Formación de Técnicos Agrícolas: El caso de la Escola Familia Agrícola de Jaboticaba – Bahia RESUMEN. La educación está constituida y es un componente de la cultura y la organización social de un pueblo. En base a esta afirmación, consideramos que los supuestos teóricos y metodológicos de la Pedagogía de la Alternancia permiten la construcción y realización de procesos educativos en la perspectiva de la emancipación humana. En este entendimiento, nuestro objetivo es analizar las contribuciones de la Pedagogía de la Alternancia a la formación de jóvenes campesinos, vinculados a la Escola Família Agrícola de Jaboticaba - BA, en el Curso de Educación Técnica Profesional en la Escuela Secundaria de Agricultura Integrada a la Escuela Secundaria. La Pedagogía de la alternancia se desarrolla en tiempos educativos llamados Tempo Escola (TE), cuando hay un estudio teórico-práctico que dialoga con Tempo Comunidade (TC), cuando en el que el estudiante expande la producción de conocimiento junto con las actividades de producción agrícola de la familia y, eventualmente , de la comunidad. La investigación realiza una interpretación crítica sobre la organización del trabajo pedagógico que se realiza en la escuela, campo de investigación. Nosotros fijamos en la observación directa de las actividades de TE y la investigación documental. Perguntamos acerca de los principios político-pedagógicos y de trabajo que el Proyecto Político Pedagógico (PPP), el Cuaderno de Realidad (CR) y la Práctica Supervisada (ES) que los estudiantes presentan. Los resultados muestran que, en la alternancia de los tempos educativos (TE) y (TC) los procesos pedagógicos están (pre) ocupados con el desarrollo sostenible y con la producción de conocimiento respaldado por la realidad concreta de la vida social diaria de los estudiantes y sus comunidades. Palabras clave: Educación, Pedagogía de la Alternancia, Trabajo Educativo.