The presence of concepts about Professional Education in the curriculum of license degrees of the IFRN campus Natal central

• Autor(a) principal: Chagas, Eduardo Francisco Souza das
• Data de Publicação: 2023
• Outros Autores: Tavares, Andrezza Maria Batista do Nascimento
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/9935
• topic: IFRN; Licenciatura; Currículo; Educação Profissional; IFRN; Licentiate; Curriculum; Professional Education

From Law nº 11.892/2008, the Federal Institute of Education, Science and Technology of Rio Grande do Norte emerged, an institution whose initial proposal was to work with Professional Education, but, over time and years and with the new needs of the world of work, from 2006 onwards, began to offer degree courses. We are faced, then, with a new space destined to the initial training of teachers and with it new curricular proposals arise. The Federal Institutes are spaces that seek the integral formation of their students, regardless of the teaching modality, as it is a characteristic of this institution that focuses on Professional Education. In view of this, this study aims to describe the insertion of degrees in the IFRN, highlighting, in the Political Project of Courses of these courses, the spaces destined to the PE field, considering that the degrees are being developed in an institution with a history built on from EP. Methodologically, it has a bibliographical and documental study. According to Gil (2002), bibliographical research is developed based on material that has already been prepared, consisting mainly of books and scientific articles. In order to gather information about the curricular structure of the degrees, we will use the Political Pedagogical Project of the IFRN and the PPC of the 04 degrees studied (Physics, Geography, Mathematics, Languages – Spanish). In this study, we rely on authors such as Max (2010), Ramos (2014), Pacheco (2006), Libâneo, Oliveira and Toschi (2012) and Duarte (2013). We consider it to be a research of great relevance, given that we will point out that the IFRN, School of Professional Education, does not emphasize this epistemic field in the curriculum of its degrees, occupying only small spaces and this in disciplines considered as optional.