Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System

The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.