Ensino Médio Integrado: representações sociais de servidores(as) Técnico-administrativos em Educação (TAES) do IFPE

Abstract

The Integrated Secondary Education (EMI) of the Federal Institutes (IFs) is a pedagogical proposition that is committed to the education of students in their broad physical and intellectual faculties. Thus, the Technical-Administrative Education (TAEs) employees of these institutions, especially those working in the teaching area, must contribute to the omnilateral education of students. In this context, in this research, our general objective was to analyze the social representations of EMI constructed by TAEs employees working in the Pro-Rectory of Education (PRODEN) of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE). We constructed three theoretical categories: “Integrated Secondary Education: conceptual foundations”, based on authors such as Gramsci (2004), Ramos (2008) and Saviani (2003); “The career of Technical-Administrative Servers in Education: a historical approach”, based on authors such as Monlevade (2009), Magalhães (2016) and Moura (2007); and “Social Representations: basic premises”, based on authors such as Moscovici (2015; 1978) and Jodelet (2001). The study is qualitative in nature and was carried out in two stages. In the first stage, we used narrative interviews with nine TAEs from PRODEN. In the second stage, in which five TAEs who participated in the first stage participated, we used semi-structured interviews. To analyze the statements collected in both stages, we used the Thematic Categorical Content Analysis Technique, by Bardin (2016). Our results showed that the participating TAEs represent EMI as a type of education that articulates general education and technical education. The social representations of the TAEs also revealed that curricular integration in the EMI does not occur in practice. This representational content is related to the experiences that the TAEs have built in the institutional routine. In order to meet the requirements of the professional master's degree, we developed, as an Educational Product, the self-instructional course “Introduction to Integrated High School Education” aimed at the training of TAEs working at IFPE and/or other IFs. In the evaluation of the course application, which included the participation of three TAEs participating in the two stages of the research, the students showed that the course is relevant to the work of the TAEs and that the course format made learning dynamic and accessible. This work, in addition to contributing to the production of knowledge on the subject and developing an Educational Product that collaborates in the training of TAEs working at IFs, contributes to the strengthening of the EMI