As "reformas" do ensino profissionalizante de 1996 a 2006 na Escola Agrot?cnica Federal de Crato Cear?: acomoda??o ? legisla??o ou consci?ncia da pr?tica?

• Autor(a) principal: Feitosa, Teresinha de Sousa
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/tede/57
• topic: educa??o profissional; reforma; ensino t?cnico; escola unit?ria; professional education; reform; technical education; unified school; Educa??o

The lecture presents results of a survey that aimed to investigate how they were implemented - in the Agrotechnical Federal School from Crato - CE - reforms of vocational education in the period from 1996 to 2006, seeking to detect what were the basis: the conscious practice driven by conceptual appropriation or simply accommodation to legislation. In the theoretical highlight we emphasize the history of professional education in Brazil, from the colonial period to the present day, focusing on reforms that occurred during the study period, to the duality prevalent at all times in the history of Brazilian education and the imposition of policies for professional education. The research instruments used were questionnaires to teachers and pedagogical team, and documentary analysis of the teaching of the Technical Course in Agriculture. From the analysis of the data it was proved that the curriculum reforms undertaken in the research institution were primarily based in obeying the legislation at the expense of conceptual appropriation by teachers and pedagogical staff responsible for the changes and, therefore, never fully achieved goals. Compared with such a finding, we conclude that any educational reform to succeed, must be preceded by extensive discussions with those involved in the process, so that its purposes are clear and does not constitute, only one more legal imposition. It is believed that to reach the desired unified school, general education, which requires sensible educators shapers of free man / workers, it is necessary, first, to inform and educate the teachers of the social and political importance of this school. Going further, it is necessary that society must acquire knowledge about, so that it can, in an active and organized way, require a unified school for all, as a constitutive element of a more just and equal society.