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This article aims to describe part of the training process at the Sobradinho Agricultural Family School (EFAS), carried out to deepen studies with rural youth and their respective communities on the issue of situation and the struggle for land, through pedagogical mediations, supported by the Pedagogy of Alternation (PA). These involved a total of 35 EFAS 3rd year students, their families and communities. These involved a total of 35 EFAS 3rd year students, their families and communities. This work is a descriptive study of qualitative nature and the methodological path was through the application of the following pedagogical mediations: Study Plan (PE); Sharing in Common (CC) and Reality Notebook (CR). Data collection took place through participant observation and documental research. Through the discussion of the theme, the students contextualized the theoreticalconceptual basis with the experiences of the communities, and thus critically observed the existing contradictions in their context, making them aware to the importance of recognizing and guaranteeing the territory belonging to traditional communities. Thus, this experience allowed us to observe the contributions of the PA and its pedagogical mediations in the training of rural youth as researchers, mobilizers and active agents that transform their reality. [ABSTRACT FROM AUTHOR]