Pedagogy of Alternation - emphasizes the environment as a privileged factor in the teaching-learning process, values family ties and peasant cultural heritage, within an education project for rural development based on the rescue of citizenship and community organization. It contributes to the improvement of agricultural production and other economically viable and ecologically correct rural activities, providing life and the future in the countryside with quality and dignity.

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The Pedagogy of Alternation consists of organizing training in different spaces and times: a teaching period in the educational center alternating with a teaching period in the socio-professional environment. Thus, the coming and going, house-school-house represents a "continuous learning in the discontinuity of socio-pedagogical, technical, economic and political activities".

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In the words of F. Nartinell Gufre "the authentic alternation between school and work is not a simple juxtaposition of these two elements, but supposes their reflected interaction: the school sees itself enriched by the work, and the work by the school". Alternation is based on the principle that life teaches more than school, so school time is alternated and integrated with family time.

In this pedagogy, the educational action is not linked to the mere communication of knowledge, acts that require only understanding. For the classroom, the construction of knowledge is sought from the empirical knowledge of the field, so everyone: parents, students, educators, leaders, communities, entities are involved in “formative participation”. The Pedagogy of Alternation believes in the collective experience as an element of true learning, criticism and dialectics. It modifies the environment, participates in evolution and promotion. For the realization of these ideals, some pedagogical tools are used as guiding threads, such as: