Cultura popular no contexto da Educação Profissional e Tecnológica: estudo de caso sobre o grupo LiterAtos

Abstract

This research, carried out within the Professional Master’s Program in Professional and Technological Education (ProfEPT), had as its general objective to understand the meanings attributed by former students of IFPE – Campus Vitória de Santo Antão who participated in LiterAtos regarding the impacts of the project on their education. The specific objectives were: to analyze the relationships between Popular Culture, Extension, and Integral Formation in the context of EPT; to identify the relationship between the objectives of the LiterAtos extension project and the education of its former participants; to systematize the discourses of the former students about the perceptions they attribute to LiterAtos in their education; and to develop an educational product in the format of a documentary to record and preserve the memory of the project and its impacts. The theoretical framework is grounded in authors who address the concepts of culture and popular culture, such as Eagleton (2003), Burke (2010), Geertz (2015), and Canclini (2008), positioning popular culture as a field of symbolic disputes. The notion of integral education, linked to work as an educational principle and research as a pedagogical principle, is based on Saviani (2022), Ciavatta (2014), Moura (2014), and Frigotto (2012). In the field of extension, the study establishes dialogues with Freire’s (1996) conceptions of emancipatory educational practice and with the FORPROEX (2012) guidelines, which define it as an inseparable axis of teaching and research. The methodology adopted was based on a qualitative approach, which involved a case study with data collection and analysis. To ensure greater consistency in the interpretations, triangulation of the information gathered was carried out. The data analysis was guided by Discourse Theory (Burity, 2014). The results indicate that participation in LiterAtos impacted formative processes oriented by the perspective of integral education, contributed to the students’ engagement with popular culture, and influenced academic and professional trajectories. The meanings attributed by the participants to their experiences in the project highlight the potential of extension activities to relate cultural and educational dimensions within the context of EPT. As an educational product, a documentary was created that compiles and organizes the participants’ accounts in order to document their experiences in LiterAtos. It is expected that this research will contribute to reflections on the impacts of projects related to popular culture and to the understanding of the effects of such initiatives in EPT