 The Alternating Cycle Pedagogy in the International Association of Family Movements for Rural Training: the "Four Pillars" of CEFFA 
Alternating cycle pedagogical system has a growing interest in many countries and at different levels of education, including university. Most of the alternating cycle schools (Family Educational Centers of Alternating Cycle Formation, CEFFA, by its acronym in French) which provide a formal general and vocational training education at pre-university levels, are part of a network present in more than 30 countries worldwide called the International Association of Family Movements for Rural Formation (AIMFR, by its acronym in French). This organization, which was born in Africa under Europe’s impulse, currently has its greatest projection in America. It has evolved to consolidate its identity based on the needs of training and to value the principles that inspired its creation. This article reflects on the key elements of the CEFFA that belong to the AIMFR (its “four pillars”). To do this, it starts from a bibliographic review and experiences of CEFFA pedagogy, rather than from concrete facts analyzed under a specific methodology. It provides historical aspects with some descriptive detail, from the first school to today's schools, through the birth and evolution of the AIMFR. It also points out conceptual elements that seek to briefly explain the importance of the “four pillars” of the CEFFA. And it establishes its connection with the territory through local associations of schools, which define themselves as creators of social capital “in action”. The latter constitutes a remarkable contribution of the article. The other is the historical and conceptual reflection, which frames the theoretical approach of the text and highlights the importance of the pillars and of the AIMFR. Finally, it points out some keys so that the CEFFAs adhered to the AIMFR can continue to be an integrated and integrating system, anchored in reality, experience and the value of people.