PLANNING INTEGRATIVE EDUCATIONAL PRACTICES FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION

• Autor(a) principal: Rodrigues de Sousa, Jailton
• Data de Publicação: 2021
• Outros Autores: Moreira Maciel, Emanoela
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3056
• topic: Formação integral; Planejamento; Práticas pedagógicas integradoras; Educação Profissional e Tecnológica; Integral formation; Planning; Integrative educational practices; Professional and technological education; Formación integral; Planificación; Prácticas pedagógicas integradoras; Educación Profesional y Tecnológica

Thinking about education and its processes is not a simple task, given the large number of resources involved and, above all, the complexity of the human being. From the universe of variables that produce the educational process, the present text aims to discuss relevant aspects of the planning and organization of educational practices in Professional and Technological Education (EPT), having the integrative perspective and the omnilateral formation of the subjects as references. The methodological route was composed by a bibliographical research on the theme, a field research with teachers who work in EPT, as well as by the analysis and discussion of collected data in the light of the previously mentioned theory, according to Bardin's content analysis technique (1977). In theory, during the planning of integrative teaching practices, it is necessary to consider the following elements: collaborative and participatory teaching, involving the other agents of the educational process; linking educational practices, preferably in a contextualized manner, to the reality of life of the learning subjects; overcoming disciplinarity; taking into account the cyclical and material aspects of the school and students. The results of the data analysis suggest that the educational practices planned by the interviewed teachers encompass the contextualization and the scenario in which they are executed, the required educational resources, and the relationship between the subject and the course's educational proposal. However, it was found that it is necessary to expand the teachers' perception of the formation process, to decentralize the planning of educational practices, to advance in overcoming disciplinarity, and also to expand the purpose of the subjects' education beyond professional preparation.