Ciclo formativo em extensão e cidadania na EPT

Abstract

The research sought to understand extension actions and their impact on the full training of students in Integrated High School of Professional and Technological Education, considering professional citizenship training. This work is part of the Organization and Memories of Pedagogical Spaces in Professional and Technological Education research line, of the ProfEPT Program, whose area of concentration is in Teaching, and in the macroproject number 5: Organization of the Integrated Curriculum in Professional and Technological Education. The general objective of this study was to understand the contributions of extension activities that emerge from the Teaching dimension, in this modality of High School for students’ citizenship training at the Federal Institute of Piauí - Campus Parnaíba. Thus, the research problem seeks to answer the following question: what contributions of extension activities that emerge from the teaching dimension can be observed in Integrated High School, for the students’ citizenship training at the Federal Institute of Piauí – Parnaíba campus? The path taken started from the conceptualization of Extension and its history in Brazil, also briefly addressing Curricularization, to later present aspects of integral human constitution. The importance of citizenship in the students’ education was brought up next, as well as the discussion about the inseparability among Teaching, Research and Extension, considering its relevance for Integrated High School. A discussion was brought up about the creation of Federal Institutes and the relevant social role of Technological Extension, and the theoretical framework ended with an explanation about extension actions in Integrated High School. The research consisted of a Case Study (Yin, 2015), with extension students from technical courses in this school modality, and with the guiding teachers, a qualitative, applied approach, anchored in the dialectical method, and also characterized in terms of methodological objectives, as exploratory and descriptive. In relation to data production, a semi-structured interview technique was used, carried out with teachers, and a semi-structured questionnaire was applied to students. Data processing and interpretation were carried out using Content Analysis (Bardin, 2016). The results were obtained from analyzes of the categories: Teaching and External Community Relationship, Technical and Citizen Training Relationship, Extension Contributions to Integrated Secondary Education, called analysis axes and the Extension Guidelines. It was evident that extension students benefited from their personal and professional growth, developing ethical and human values. The importance of strengthening the Teaching-Research-Extension tripod for the complementarity of student training and the recognition that professional citizenship training is related to integral human training is highlighted. As an Educational Product (PE), a Training Cycle in Extension and Citizenship was carried out at the school, aimed at sharing information and experiences about Extension and citizenship, as well as guidance on the procedures necessary for submitting projects by staff and students, in addition to the participation of the external community. The EP highlighted the strength of Extension as an educational action. The study demonstrated that Extension can strengthen the students’ critical and conscious training, develop citizenship and transform realities. However, the discussion, reflections and actions on Extension at IFPI still need to address crucial issues: greater awareness among teachers about the importance of this topic, means of accessing the external community, as well as the promotion of integrated actions to ensure greater effectiveness in resolving social problems.