A FORMAÇÃO NOS CURSOS SUPERIORES DE TECNOLOGIA: UM ESTUDO DAS NARRATIVAS DISCENTES

• Autor(a) principal: BORREGO, CRISTHIANE LOPES
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/2024
• topic: Ensino Superior; Curso Superior de Tecnologia; Educação Profissional Tecnológica; Pesquisa Narrativa; Higher Education; Graduate Courses of Technology; Technologist Professional Education; Narrative Inquiry; CIENCIAS HUMANAS::EDUCACAO

In the last decades we have seen the expansion of the professional education, with the rise of the Graduate Courses of Technology (GCT), following up the demand of the catering and provision of service sector. This paper proposes the investigation of the learning process of three senior students of the Graduate Courses of Technology one in Events and another in Gastronomy, from an Institution of Higher Education in the capital of São Paulo. The problem of this research seeks to answer the given questions: which motivational factors lead the student into searching for a GCT?; which are the students’ needs to enhance the profession?; and how can GCT contribute so that the student can achieve his plans? The objective is to investigate the elements which contribute to the entrance in Higher Education short courses and the perspectives which collaborate for the professional development of the senior students. The Methodology of the research is qualitative with an investigative character in the narrative modality and since in the narrative inquiry people are seen as the embodiment of living stories, it is impossible to establish a hypothesis to be confirmed or refuted. The corpus selected for this study are the narratives reported by the participant students, marking a reflection on the initial expectations and the learning consolidated along the graduation period. The justification lies on the urgency of the discussion of the learning under the student’s point of view, respecting the human development of the individuals in the quest for an Education which consists of a socially inclusive process. The theoretical basis sustaining the research are the studies of educacional development by Saviani (2013), Garcia (2000) and Peterossi (2014;2003); the formative studies by Josso (2004; 2010); Delory-Momberger (2012) and Pineau (2010); and the research on narrative inquiry by Clandinin and Connely (2015), Ferrarotti (2010) and Josso (2004). As a result, the highlights are: (i) the teaching activity in the context of the GCT and the relavance in the alignment of the pedagogical didatics with the specific didatics, for the incorporation of the pedagogical knowledge in the technical applied knowledge, effectivating the multidimensional process of Education and teaching activity in the Higher Education perspective (ii) the relevance in promoting the qualification and the continuous teaching formation for the effective practice of the processes in the construction of the teaching activity in GCT; and (iii) the need of the institutions to establish a strategic exercise to enhance its institutional mission periodically and reflexivelly, aiming to endeavor the changes which appear to be necessary before the challenges imposed by the inherent transformations of the Higher Education in GCT. The present paper was concluded with the financial support by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) – Funding Code 001.