Formação omnilateral no IFG: um estudo a partir da percepção docente sobre suas práticas formativas

Abstract

The main objective of this dissertation is to analyze the teachers' perception about the possible influences of the omnilateral education concept in their pedagogical practices in the scope of Vocational and Technological Education, from the Integrated Technical Construction Course offered in Aparecida de Goiânia at Instituto Federal de Goiás (IFG). The theoretical foundation is based on the perspective of synthesis between basic education and education for work, through the integration of work, science and technology and culture as indissoluble dimensions of human formation, considering work as an educational principle and human praxis. From this perspective, the theoretical framework uses contributions from the authors Acacia Kuenzer, Antonio Gramsci, Dante Moura, Dermeval Saviani, Gaudêncio Frigotto, Mario Manacorda, Maria Ciavatta, Marise Ramos,Sílvia Maria Manfredi, among others. It is a field research articulated with a documental analysis. The first involved 12 professors who work in the mentioned course. The documental analysis had as corpus the Institutional Political Pedagogical Project (IPPP) of the IFG and the Pedagogical Project of the Course (PPC) of the construction course. The instrument used for data collection was a semi-structured interview with a five-question script. The answers were qualitatively analyzed using the triangulation technique. The relevance of the research lies in the possibility of contributing to the reflection of the historical problems that involve professional training in basic education and more specifically of the Integrated High School project that has been built since 2012 at the IFG, campus Aparecida de Goiânia. In this context, we seek to intervene by creating an educational product in the form of an e-book that will be addressed to all educational subjects, with the aim of contributing to the development of the perspective of omnilateral integrated education within the scope of EMI. The results indicate that, in general, the participants have a still fragmentary understanding of the omnilateral training perspective, whose assumptions emerge still well dispersed in their views and also in the descriptions of their teaching practices. This confirms the initial hypothesis that the concept of omnilateral integrated training has little influence on the training practices of research participants. The results also indicate that the perspective of omnilateral education is advocated in the IPPP of the IFG and is embodied in the proposal for an integrated secondary education of the construction course. However, there was a weak participation of teachers in continuing training activities, aiming at the development of a training practice in an omnilateral perspective, accusing the existence of few institutional initiatives dedicated to this objective.