Práticas pedagógicas integradoras no contexto no contexto da educação profissional e tecnológica

Abstract

Thinking about people's education is not a simple task, considering the number of resources involved and the complexity of the human being. Linked to the Master’s Degree in Professional and Technological Education (PROFEPT), this study aimed to investigate the pedagogical practices developed by teachers of a Federal Education Institute, considering the Professional and Technological Education (EPT) from the perspective of the integral formation of students. This work is an applied study whose methodological route was composed of bibliographic research on the theme, field research, and the analysis and discussion of collected data, according to the content analysis technique. The results of the analysis of the pedagogical practices of the teachers interviewed indicate the presence of the following aspects, considered favorable to integral formation: understanding of the context of the teaching and learning process, contextualization of pedagogical practices and programmatic content; interaction through collective and collaborative work; overcoming the disciplinary logic of didactic pedagogical activities; valuing autonomy and the active attitude of students; fostering creativity; promoting the theory-practice unity. It is noteworthy that the use of real problems as a teaching and learning strategy, understanding the purpose of EPT, multidimensional development of students, perception of work in the ontological sense and as an educational principle, as well as the training of teachers are inconsistent with the proposal of integral formation of EPT. It was also possible to verify that the analyzed pedagogical practices are linked to preparing for the job market and not to the social transformation of the subjects. We conclude that, despite the presence of several aspects considered favorable to integral formation in the analyzed pedagogical practices, these are subordinated to the purpose of preparation for insertion in the job market, directing the formative result of the subjects to a partial development, inconsistent with the proposal of the EPT defended in this research. As a contribution to overcome the aforementioned scenario, a training booklet was prepared to help in understanding the EPT as an integral formation system, as well as in the development of integrative pedagogical practices