Design de uma prática profissional sistematizada no curso Técnico Subsequente em Segurança do Trabalho

Abstract

This research aimed to conceive and validate a systematic pedagogical proposal for conducting professional practice directed at students of the Subsequent Technical Courses in Work Safety at the Federal Institute of Pernambuco (IFPE), aiming to support student permanence and success. The research problem that guided this work considers the fact that IFPE has in its institutional documents references to professional practices linked to a mandatory workload. However, these practices, according to the literature, have not been constituted in a systematic way and their offer does not accommodate the totality of students who enter the subsequent technical course. To this end, an assessment was initially carried out of the activities included in the professional profile of the National Catalog of Technical Courses - CNCT (2020) versus the methodological possibilities of professional practices indicated in the Official Document CNE / CEB 11/2012. Based on selected authors in the literature, the Problem-Based Learning (PBL) approaches were compared, resulting in a summary proposal of 08 (eight) steps that were made compatible with the Official Document CNE / CEB 11/2012 and the CNCT (2020) . The methodological procedure consisted of an exploratory study composed of 03 (three) phases, namely: Phase 1 - Documentary Research; Phase 2 - Perceptions of Course Coordinators; and Phase 3 - Teachers' Perceptions. In Phase 1, through Documentary Research, it was possible to understand how professional practice at IFPE is constituted and how it has been developed, including verifying the relationship between the selected institutional documents. Phase 2 consisted of applying a specific questionnaire that aimed to identify with the course coordinators, their perceptions about the current professional practice model in their respective campuses, the main difficulties and what they expect from a systematic professional practice. Phase 3 was conducted through semistructured interviews with teachers of the course in question and made it possible to get to know opinions, feelings and perceptions about professional practice and Problem-Based Learning. The result of the analysis of the data from the 3 (three) Phases validated the bibliographic survey, in line with the compatibility of the professional practices demanded in the Official Document CNE / CEB 11/2012 and CNCT (2020) with the approach based on the PBL. Consequently, the results produced from the data analysis served as support for the design of the Educational Product (PE). The EP was structured in the format of a booklet and a booklet summary of the booklet made available in digital media and has a sequence of 08 (eight) steps for conducting professional practices supported by PBL that can be used in full or adapted to the objective that target audience you want to reach. The PE evaluation was methodologically based on an evaluation script composed of 05 (five) dimensions. The results of the validation of the EP and its adherence to the context of the Technical Course in Work Safety signaled positively, showing the potential to contribute to the development of professional practices that promote the strengthening of permanence and student success in Technological Professional Education, through immersion of the student in the reality proposed by the course