Trabalho como princípio educativo no Ensino Médio Integrado: a Educação Profissional na visão dos docentes do Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco - IFPE

Abstract

The general aim of this research project was to investigate the understanding of teachers at IFPE's Integrated Technical Courses about work as an educational principle in students' vocational training. The categories used in the study were integrated secondary education, work as an educational principle and vocational training. In terms of methodology, this was a descriptive-exploratory study, using quantitative and qualitative research, whose qualitative and quantitative data supported the achievement of the research objectives. In order to achieve the research results, field research was carried out using questionnaires with twenty-seven teachers and interviews with five of them, three representatives from the IFPE Recife Campus and two from the IFPE Vitória de Santo Antão Campus. To analyze the quantitative data, the average was used to show which results stood out. Content analysis was used for qualitative analysis. The field of research chosen was the Integrated Technical Course in Industrial Chemistry at the IFPE - Recife Campus, the Integrated Technical Course in Agriculture at the Vitória de Santo Antão Campus and the Integrated Technical Course in Agroindustry at the same Campus. Among the theoretical contributions that underpinned the study, we used a theoretical framework based on the works of contemporary authors, in order to build the theoretical foundation necessary to understand the phenomenon to be researched on the conceptions of human formation, the works of Araújo Ciavatta (2014); Frigotto, Ciavatta and Ramos (2012); Nosella (2015); Saviani (2007); Moura, Lima-Filho and Silva (2015) and Kuenzer (1991) were studied, who share a progressive perspective for vocational education, one of whose presuppositions is the foundation for the individual's integral formation. We found that the teachers confirm the importance of the educational principle and comprehensive training, but point out limitations in its practical implementation, with conceptual challenges regarding the application of these principles. There was a variation in teachers' understanding of work and comprehensive education. While some showed theoretical mastery, others presented conceptual difficulties in their speeches, revealing uncertainties about the realization of these intentions in practice. We suggest that future studies investigate how educational practices actually align with the discourse on work as an educational principle. Finally, we created an educational product aimed at Vocational and Technological Education with an E-Book that systematizes information on work as an educational principle and guidelines that can guide them in materializing this important aspect of student education