This work, which is originally the result of a professional master's research, aims to analyze and systematize the achievements and challenges of the Family Farming Schools (EFA’s) linked to the Network of Integrated Farming Schools of the Semiarid (REFAISA). This network develops the pedagogy of alternation through basic education (elementary school II) and high school professional, having twenty-five years of experience in the Brazilian Semiarid (SAB). The methodological approach was based on qualitative research and action research mediated by participatory methodologies as tools for problematization and data collection from June 2017 to June 2018, with the subjects and social groups of Sobradinho's EFA's, Correntina, Macaúbas sprouts, Rio Real, Irará, Alagoinhas and Monte Santo, in the state of Bahia, and Ladeirinhas (Japoatã), state of Sergipe. Advances are evidenced in the formation of adolescents and young people in connection with the territories and their complexities, and in the promotion of Contextualized Education in Alternation with its pedagogical instruments that guide the integral formation of the subjects. In addition to the importance of networking through REFAISA, which has enabled the pedagogical advice and institutional policy of affiliated EFA's. The main challenge is the guarantee and maintenance of the public financing of the EFA's and their institutionality as public policy of the State and not of government., Este trabalho, que originalmente é fruto de uma pesquisa de mestrado profissional, pretende analisar e sistematizar as conquistas e desafios das Escolas Famílias Agrícolas (EFA’s) ligadas à Rede das Escolas Famílias Agrícolas Integradas do Semiárido (REFAISA). Essa rede desenvolve a pedagogia da alternância por meio da educação básica (ensino fundamental II) e profissional de nível médio, tendo vinte e cinco anos de atuação no Semiárido Brasileiro (SAB). A abordagem metodológica fundamentou-se na pesquisa qualitativa e na pesquisa-ação mediada pelas metodologias participativas como ferramentas de problematização e coleta de dados ao longo dos meses de junho de 2017 a junho de 2018, junto aos sujeitos e grupos sociais das EFA’s de Sobradinho, Correntina, Brotas de Macaúbas, Rio Real, Irará, Alagoinhas e Monte Santo, no estado da Bahia, e Ladeirinhas (Japoatã), estado de Sergipe. Evidenciam-se avanços na formação de adolescentes e jovens em conexão com os territórios e suas complexidades, e na promoção da Educação Contextualizada em Alternância com seus instrumentos pedagógicos que orientam a formação integral dos sujeitos. Além da importância da atuação em rede a partir da REFAISA, que tem possibilitado a assessoria pedagógica e política institucional das EFA’s filiadas. Como principal desafio, coloca-se a questão da garantia e manutenção do financiamento público das EFA’s e sua institucionalidade enquanto Política Pública de Estado e não de governo. Palavras-chave: Pedagogia da Alternância, Escola Família Agrícola, Rede Regional, Educação Contextualizada, Desenvolvimento Local. Pedagogy of Alternation in basic and professional education: achievements and challenges in 25 years of operation of the Network of Semi-Arid Integrated Family Schools (REFAISA) ABSTRACT. This work, which is originally the result of a professional master's research, aims to analyze and systematize the achievements and challenges of the Family Farming Schools (EFA’s) linked to the Network of Integrated Farming Schools of the Semiarid (REFAISA). This network develops the pedagogy of alternation through basic education (elementary school II) and high school professional, having twenty-five years of experience in the Brazilian Semiarid (SAB). The methodological approach was based on qualitative research and action research mediated by participatory methodologies as tools for problematization and data collection from June 2017 to June 2018, with the subjects and social groups of Sobradinho's EFA's, Correntina, Macaúbas sprouts, Rio Real, Irará, Alagoinhas and Monte Santo, in the state of Bahia, and Ladeirinhas (Japoatã), state of Sergipe. Advances are evidenced in the formation of adolescents and young people in connection with the territories and their complexities, and in the promotion of Contextualized Education in Alternation with its pedagogical instruments that guide the integral formation of the subjects. In addition to the importance of networking through REFAISA, which has enabled the pedagogical advice and institutional policy of affiliated EFA's. The main challenge is the guarantee and maintenance of the public financing of the EFA's and their institutionality as public policy of the State and not of government. Keywords: Alternation Pedagogy, Agricultural Family School, Regional Network, Contextualized Education, Local Development. Pedagogía de la alternancia en la educación básica y profesional: logros y desafíos en 25 años de funcionamiento de la Red de Escuelas de Familias Semiáridas Integradas (REFAISA) RESUMEN. Este trabajo, que originalmente es el resultado de una investigación de maestría profesional, tiene como objetivo analizar y sistematizar los logros y desafíos de las Escuelas de Agricultura Familiar (EPT’s) vinculadas a la Red de Escuelas de Agricultura Integrada de Semiarid (REFAISA). Esta red desarrolla la pedagogía de la alternancia a través de la educación básica (escuela primaria II) y la escuela secundaria profesional, con veinticinco años de experiencia en el semiárido brasileño (SAB). El enfoque metodológico se basó en la investigación cualitativa y la investigación de acción mediada por metodologías participativas como herramientas para la problematización y la recopilación de datos de junio de 2017 a junio de 2018, con los sujetos y grupos sociales de los EFA de Sobradinho, Brotes de Correntina, Macaúbas, Río Real, Irará, Alagoinhas y Monte Santo, en el estado de Bahía, y Ladeirinhas (Japoatã), estado de Sergipe. Se evidencian avances en la formación de adolescentes y jóvenes en relación con los territorios y sus complejidades, y en la promoción de la Educación Contextualizada en Alternancia con sus instrumentos pedagógicos que guían la formación integral de las asignaturas. Además de la importancia de la creación de redes a través de REFAISA, que ha permitido el asesoramiento pedagógico y la política institucional de las EPT afiliadas. El principal desafío es la garantía y el mantenimiento de la financiación pública de los EPT y su institucionalidad como política pública del Estado y no del gobierno. Palabras clave: Pedagogía de Alternación, Escuela Agrícola Familiar, Red Regional, Educación Contextualizada, Desarrollo Local.