Pedagogy of Alternation and Feeling-Thinking in Rural Secondary Education: Conceptual Approaches to Their Study

Abstract

This study examines the feeling-thinking processes developed by rural secondary school students within the pedagogy of alternation, drawing on ongoing research at Centro Educativo para la Producción Total No. 30, Buenos Aires Province, Argentina. It aims to develop a conceptual approach to interpreting the relationships between thought, emotions, learning, and territorial experiences. Through theoretical analysis and a review of previous research on rural education, the pedagogy of alternation, and situated knowledge production, the study brings Fals Borda's and Ausubel's contributions into dialogue with critical perspectives on territory. The analysis suggests that learning can be understood as both meaningful and emotionally experienced, emerging through relationships among schools, families, communities, and productive practices. The review identifies limited attention to students' perspectives in existing research and discusses the need to examine their interpretations and evaluations to understand the construction of knowledge, territorial belonging, and life projects.