The theory-practice relationship in the times of alternation

Abstract

This article proposed to explain the relationship between theory and practice in the Alternation Pedagogy of Family Centers for Alternation Training (CEFFA). The construction was theoretically supported by the authors Gamboa (1995), Vázquez (2007), Gimonet (2007), Begnami (2019), Ribeiro (2010), and Caldart (2009). The systematization was possible based on bibliographical research, which directed the construction of the path of conceptions of the theory-practice relationship, from the ideological and pragmatic dichotomies to the dialectical unity of praxis and the Pedagogy of Alternation of CEFFA. The research allowed us to understand that theory, practice, and praxis are forms of human behavior in the face of historical and contradictory reality, as well as affirming the relevance of the relationship between theory and practice in the theoretical systematization of the Pedagogy of Alternation of CEFFA, enhanced, above all, by the pillars ends and means, through a diversity of pedagogical instruments that give vivacity to the alternation in a dialectical way.