A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
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Data
2018-04-19
Autores
Almeida, Jaqueline Ferreira de
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Universidade Federal do Espírito Santo
Resumo
The aim of this research was to analyze the offer and the operation of the Integrated
Technical Course in Buildings – in the campus of Colatina, from 2004, in view of the
policy of the offer of the modalities of education focusing on the integration of the
High School curriculum to the technical-professional education. This study was
guided by the Marxist perspective and dialogued with the production of the ANPED
WP-09, which advocates a more wholly human formation. Integrated secondary
education, as a form of provision of technical secondary education, has among its
presuppositions human formation and the curricular integration, which aims to
overcome the duality that permeates Brazilian education. This research made use of
the following sources: institutional documents of IFES (Construction Course Project,
PDI, ROD, management reports) and was developed through on-site visits with
observation and interviews with teachers and the application of questionnaires with
students and managers of the Building Course. In the first stage, the demand and the
offer of technical education, high school and integrated secondary education at a
national, State and local levels (northwest microregion and Colatina municipality) was
evidenced, which signaled the lack of the provision of the State secondary education
and the importance of the federal offer and the risks of verticalization. In the second
phase, the contact with the subjects of the research revealed the complexity of the
functioning of the curricular integration, its limits and possibilities for the
implementation and functioning of the integrated secondary education in the Colatina
campus. Among the limits for the effectiveness of the integration, it has been shown
that the expansion and the verticalization of IFES offer directly influence the offer of
integrated courses. Among the challenges, the management and distribution of
content in the curriculum carried out by managers and teachers stands out. The
implementation of the curricular organization can lead to a process of juxtaposition of
the school components and cause overload on the students as the items of study
increase, the number of evaluations that can reach a high number in a year,
demonstrating the content of IFES school culture. Such a situation can increase the
demands of study in the courses, interfering in the learning process of the students,
who need different strategies in order to organize themselves to attend to this
process of overloading of school tasks. Nevertheless, within the process of
juxtaposition and fragmentation mentioned here, there are integrative practices that
allow students to overcome them. Thus, despite the limits, challenges and
contradictions, the operation of integrated secondary education offers a great number
of qualities that in the context of voiding the right to education in the municipality of
Colatina represents the guarantee of the right to a social insertion for the youngsters
of the northwest region
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Integrated High School , Integrated Curriculum , Federal Institute of Espírito Santo , Ensino Médio Integrado , Currículo Integrado , Instituto Federal do Espírito Santo