Curricularizando a extensão à luz da Pedagogia Histórico-crítica no Curso Técnico Integrado em Cooperativismo do IFMA: da síncrese à síntese

Abstract

The dissertation developed within the scope of the Professional Master's Program in Professional and Technological Education on a National Network (PROFEPT) at the Federal Institute of Education, Science and Technology of Piauí (IFPI), Campus Parnaíba, in the area of Teaching, falls within the line of research 2: Organizations and Memories of Pedagogical Spaces in Professional and Technological Education. The work highlights the curricularization of extension based on the extension activities of artisans from the Cooperativa de Artesanato de Araioses (COART ARAYOS) aimed at the development of local socio-productive arrangements, seeking to relate the social practice of these activities and the general aspects of the curricularization of extension in light of Historical-critical pedagogy. The research aims to understand how extension activities developed within the scope of COART ARAYOS can contribute to the curricularization of the extension of the Integrated Technical Course in Cooperatives at IFMA Campus Araioses, in the light of Historical-critical Pedagogy. To this end, the importance of the curricularization of extension will be identified with the teaching staff, analyzed with the artisans which content and knowledge arising from extension activities developed within the scope of the cooperative can contribute to the curricular organization of the extension, and a guiding document for the curricularization of the extension will be drawn up. extension of the Integrated Technical Course in cooperativism at the Araioses-IFMA Campus from the perspective of Historical-Critical Pedagogy. Theoretical discussions will deal with curriculum (ARROYO, 2013), the Freirean extensionist conception (FREIRE, 2020), in a trajectory that highlights work as an educational principle in Professional and Technological Education (CIAVATTA, 2012), its legal guidelines and social practices syncretic and synthetic in Historical-critical Pedagogy (SAVIANI, 2019; 2022). The research is applied and qualitative, with a Field Research method, anchored in the hermeneutic-interpretive paradigm, with data generation from interviews and semi-structured questionnaires and the Content Analysis (CA) technique. The research had as participants: 18 teachers from Integrated Technical Courses at IFMA Campus Araioses and 9 artisans from the Araioses Crafts Cooperative (COART ARAYOS). The data generated throughout the research and presented aim to answer the questions that drove this work, as well as to provoke new reflections on the topic studied. Based on the results and the instruments applied, questionnaire and interview, aligned with the theoretical framework that supports and bases the research, we sought to extract the perception of the participants, teachers and artisans, about the guiding problem. Based on the responses of the two categories of participants, the data was analyzed from a qualitative perspective in light of Bardin's content analysis method. As for the results, it is expected not to find definitive answers to the research problem, but to identify possible gaps in the context, encourage the carrying out of new studies, as well as encourage discussion and criticality on the topic within the curricularization of extension in Professional and Technological Education, contributing to the integral human formation of those involved. The research produced an Educational Product (PE), Guiding Document, entitled "Paths of Extension Curricularization: awakening knowledge beyond the classroom in EPT", which will represent necessary support for everyone who builds a curriculum with a view to curricularizing extension in light of Historical-critical Pedagogy.