Educação profissional integrada em tempo integral - uma prática pedagógica na física e na matemática

Abstract

This research presents the results of research conducted within the campuses Jataí the Federal Institute of Education, Science and Technology of Goias. The research focused on examining whether / how the effectiveness of integrated education in pedagogical practice developed in science classes (physics occurs ) and math 1st year Integrated Building Technician course offered on a full time basis in that institution. The categories that support the design of integrated education are linked to integral human formation (omnilateral) of the student, the dimensions work, science, technology and culture as structural axes of the curriculum and the principle of a polytechnic education and Gramscian unitary school. As a basis to investigate the full-time education buoyed on the assumptions of the new times / spaces and educational opportunities beyond the classroom / school room from the perspective of developing all aspects of the student. Was used as a qualitative methodology approach, the aims, exploratory. Conducted to collect data through a questionnaire with open and closed questions, semi-structured interviews (audio recording), and classroom observation with registration in field notes and recording audio and video of some classes. There was a common factor, in this testimony, an ignorance of the different actors, teachers and students in relation to assumptions of integrated education, although there are considerations of relevance for a smooth running of the technical vocational training. It was announced in the voice of the individuals that change the supply of technical course for full-time had as its main goal to shorten the duration of the course and decrease the dropout. Analyzed in the speech an intention to make such integration, however, curricular elements, the amount of teaching time, number of subjects per year, management of the interaction between the areas, the lack of political / ideological / epistemological conception integration, the difficulty of dialogue between the fields of knowledge, both the disciplines of general education with technical, as between each other, the difficulty in building a collective project of course hindered its effectiveness in teaching practice. The data showed, as the offer full time course, limitations on the space to meet the needs of the student to stay in school all day, and yet, as the time / space of free extracurricular activities. It is noteworthy that the results showed some potential found (in institutional documents, reports from teachers, students, the teaching practices) that can be considered and utilized to move towards a possible process of incorporating integrated education in the technical course design in buildings. Concerning the offer full time to devise an evaluation process in order to understand its limits. However, it is believed the social relevance of this research, by bringing the analysis and critique of an educational object, which plays a key role in the struggle for democracy and believing in the possibility of building a truly integrated education and full-time presents a proposal for educational action research as a final product.