A educação profissional técnica integrada ao ensino médio nos Centros Estaduais Integrados de Educação Rural (CEIERS) do Espírito Santo: a práxis pedagógica orientada pela relação trabalho, ciência e cultura do campo

• Autor(a) principal: Alves, João Batista Pereira
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14821
• topic: Integrated High School; Field Education; Interdisciplinarity; Work as an educational principle; Ensino médio integrado; Educação do campo; Interdisciplinaridade; Trabalho como princípio educativo; CEIER; Educação; Educação rural; Ensino profissional; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This piece presents a study on Technical Education Integrated onto High School, focusing on the experience gathered from the State Integrated Centers of Rural Education of Espírito Santo. It is a research that is inserted in the historical and dialectical materialism´s field, having as categories of this method the totality, historicity, contradiction and mediation and, as categories of content, interdisciplinarity and work as an educational principle. The research process was based on a qualitative approach, but also performed a quantitative data treatment on the reality investigated. The individuals participating in the research were 21 teachers, 3 internship coordinators, 30 students and 30 graduates. The results showed that the integrated education carried out by these schools as an educational praxis is supported on work as an educational principle and in interdisciplinarity. As for the interdisciplinary experience, which is inherent to the Political-Pedagogical Project, it constitutes itself as an important mediation of the integrated formation. The research also showed that these schools built their own pedagogical identity, differentiating themselves from the other institutions of the State Educational System, basing their curriculum on political formation, technical education, on respecting the environment, and appreciating the peasant culture. They demonstrate in the pedagogical praxis the possibility of integrated formation guided by the relation between work, science and culture, in facing the neoliberal hegemony´s own adverse conditions