A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina

Detalhes bibliográficos
Autor(a) principal: Almeida, Jaqueline Ferreira de
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
Texto Completo: http://repositorio.ufes.br/handle/10/8620
Resumo: The aim of this research was to analyze the offer and the operation of the Integrated Technical Course in Buildings – in the campus of Colatina, from 2004, in view of the policy of the offer of the modalities of education focusing on the integration of the High School curriculum to the technical-professional education. This study was guided by the Marxist perspective and dialogued with the production of the ANPED WP-09, which advocates a more wholly human formation. Integrated secondary education, as a form of provision of technical secondary education, has among its presuppositions human formation and the curricular integration, which aims to overcome the duality that permeates Brazilian education. This research made use of the following sources: institutional documents of IFES (Construction Course Project, PDI, ROD, management reports) and was developed through on-site visits with observation and interviews with teachers and the application of questionnaires with students and managers of the Building Course. In the first stage, the demand and the offer of technical education, high school and integrated secondary education at a national, State and local levels (northwest microregion and Colatina municipality) was evidenced, which signaled the lack of the provision of the State secondary education and the importance of the federal offer and the risks of verticalization. In the second phase, the contact with the subjects of the research revealed the complexity of the functioning of the curricular integration, its limits and possibilities for the implementation and functioning of the integrated secondary education in the Colatina campus. Among the limits for the effectiveness of the integration, it has been shown that the expansion and the verticalization of IFES offer directly influence the offer of integrated courses. Among the challenges, the management and distribution of content in the curriculum carried out by managers and teachers stands out. The implementation of the curricular organization can lead to a process of juxtaposition of the school components and cause overload on the students as the items of study increase, the number of evaluations that can reach a high number in a year, demonstrating the content of IFES school culture. Such a situation can increase the demands of study in the courses, interfering in the learning process of the students, who need different strategies in order to organize themselves to attend to this process of overloading of school tasks. Nevertheless, within the process of juxtaposition and fragmentation mentioned here, there are integrative practices that allow students to overcome them. Thus, despite the limits, challenges and contradictions, the operation of integrated secondary education offers a great number of qualities that in the context of voiding the right to education in the municipality of Colatina represents the guarantee of the right to a social insertion for the youngsters of the northwest region
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spelling Lima, MarceloAlmeida, Jaqueline Ferreira deFoerste, ErineuOliveira, Eduardo Augusto Moscon2018-08-01T23:37:12Z2018-08-012018-08-01T23:37:12Z2018-04-19The aim of this research was to analyze the offer and the operation of the Integrated Technical Course in Buildings – in the campus of Colatina, from 2004, in view of the policy of the offer of the modalities of education focusing on the integration of the High School curriculum to the technical-professional education. This study was guided by the Marxist perspective and dialogued with the production of the ANPED WP-09, which advocates a more wholly human formation. Integrated secondary education, as a form of provision of technical secondary education, has among its presuppositions human formation and the curricular integration, which aims to overcome the duality that permeates Brazilian education. This research made use of the following sources: institutional documents of IFES (Construction Course Project, PDI, ROD, management reports) and was developed through on-site visits with observation and interviews with teachers and the application of questionnaires with students and managers of the Building Course. In the first stage, the demand and the offer of technical education, high school and integrated secondary education at a national, State and local levels (northwest microregion and Colatina municipality) was evidenced, which signaled the lack of the provision of the State secondary education and the importance of the federal offer and the risks of verticalization. In the second phase, the contact with the subjects of the research revealed the complexity of the functioning of the curricular integration, its limits and possibilities for the implementation and functioning of the integrated secondary education in the Colatina campus. Among the limits for the effectiveness of the integration, it has been shown that the expansion and the verticalization of IFES offer directly influence the offer of integrated courses. Among the challenges, the management and distribution of content in the curriculum carried out by managers and teachers stands out. The implementation of the curricular organization can lead to a process of juxtaposition of the school components and cause overload on the students as the items of study increase, the number of evaluations that can reach a high number in a year, demonstrating the content of IFES school culture. Such a situation can increase the demands of study in the courses, interfering in the learning process of the students, who need different strategies in order to organize themselves to attend to this process of overloading of school tasks. Nevertheless, within the process of juxtaposition and fragmentation mentioned here, there are integrative practices that allow students to overcome them. Thus, despite the limits, challenges and contradictions, the operation of integrated secondary education offers a great number of qualities that in the context of voiding the right to education in the municipality of Colatina represents the guarantee of the right to a social insertion for the youngsters of the northwest regionNa presente pesquisa visou-se analisar a oferta e o funcionamento do Curso Técnico Integrado em Edificações - campus de Colatina, a partir de 2004, tendo em vista a política de oferta das modalidades de ensino com foco na integração curricular do Ensino Médio à educação profissional técnica de nível médio. Este estudo orientou-se pela perspectiva marxista e dialogou com a produção do GT-09 da ANPED que advoga uma formação humana integral. O ensino médio integrado, forma de oferta da educação profissional técnica de nível médio, possui dentre seus pressupostos a formação humana e a integração curricular, que visa à superação da dualidade que perpassa a educação brasileira. Esta investigação utilizou-se das fontes: documentos institucionais do IFES (Projeto do Curso de Edificações, PDI, ROD, relatórios de gestão) e desenvolveu-se por intermédio da visita in loco com observação e entrevistas com os professores e aplicação de questionários com alunos e gestores do Curso de Edificações. Na primeira etapa evidenciou-se a demanda e a oferta da educação profissional, do ensino médio e do ensino médio integrado em nível nacional, estadual e local (microrregião noroeste e município de Colatina) o que sinalizou a carência da oferta do ensino médio estadual e a importância da oferta federal e os riscos da verticalização. Na segunda etapa, o contato com os sujeitos da pesquisa revelou a complexidade do funcionamento da integração curricular, os seus limites e possibilidades para implementação e funcionamento do ensino médio integrado no campus Colatina. Dentre os limites para a efetivação da integração evidenciou-se que a expansão e a verticalização da oferta do IFES influenciam diretamente na oferta de cursos integrados. Dentre os desafios, destaca-se a gestão e distribuição dos conteúdos no currículo realizada pelos gestores e docentes. A implementação da organização curricular pode levar a um processo de justaposição dos componentes escolares e acarretar sobrecarga sobre os discentes na medida em que se eleva os itens de estudo, o número de avaliações que podem chegar a um número elevado em um ano, demonstrando o conteudismo da cultura escolar do IFES. Tal situação pode aumentar as demandas de estudo nos cursos, interferindo no processo de aprendizagem dos alunos, que necessitam de diferentes estratégias a fim de se organizarem para atender a este processo de empilhamento das tarefas escolares. Não obstante, no interior do processo de justaposição e fragmentação aqui apontados ocorrem práticas integradoras que possibilitam sua superação. Deste modo, em que pese os limites, desafios e contradições, o funcionamento do ensino médio integrado de oferta federal apresenta inúmeras qualidades que no contexto de esvaziamento do direito à educação no município de Colatina representa a garantia do direito a uma inserção social para os jovens da região noroeste.Texthttp://repositorio.ufes.br/handle/10/8620porUniversidade Federal do Espírito SantoMestrado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoIntegrated High SchoolIntegrated CurriculumFederal Institute of Espírito SantoEnsino Médio IntegradoCurrículo IntegradoInstituto Federal do Espírito SantoInstituto Federal de Educação, Ciência e Tecnologia do Espírito SantoEducação e EstadoEnsino médioEnsino profissionalEducação37A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatinainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALtese_12140_dissertação versão final Jaqueline Ferreira de Almeida.pdfapplication/pdf3074897http://repositorio.ufes.br/bitstreams/bff0e6e2-7643-4194-8971-8ad9a02b9fba/download8ecb41035e75c4f7896e45aceaf6782bMD5110/86202024-07-16 18:54:48.379oai:repositorio.ufes.br:10/8620http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-10-15T17:53:46.329583Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false
dc.title.none.fl_str_mv A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
title A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
spellingShingle A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
Almeida, Jaqueline Ferreira de
Integrated High School
Integrated Curriculum
Federal Institute of Espírito Santo
Ensino Médio Integrado
Currículo Integrado
Instituto Federal do Espírito Santo
Educação
Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo
Educação e Estado
Ensino médio
Ensino profissional
37
title_short A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
title_full A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
title_fullStr A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
title_full_unstemmed A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
title_sort A integração do ensino médio à educação profissional técnica de nível médio no curso técnico em edificações, IFES campus Colatina
author Almeida, Jaqueline Ferreira de
author_facet Almeida, Jaqueline Ferreira de
author_role author
dc.contributor.advisor1.fl_str_mv Lima, Marcelo
dc.contributor.author.fl_str_mv Almeida, Jaqueline Ferreira de
dc.contributor.referee1.fl_str_mv Foerste, Erineu
dc.contributor.referee2.fl_str_mv Oliveira, Eduardo Augusto Moscon
contributor_str_mv Lima, Marcelo
Foerste, Erineu
Oliveira, Eduardo Augusto Moscon
dc.subject.eng.fl_str_mv Integrated High School
Integrated Curriculum
Federal Institute of Espírito Santo
topic Integrated High School
Integrated Curriculum
Federal Institute of Espírito Santo
Ensino Médio Integrado
Currículo Integrado
Instituto Federal do Espírito Santo
Educação
Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo
Educação e Estado
Ensino médio
Ensino profissional
37
dc.subject.por.fl_str_mv Ensino Médio Integrado
Currículo Integrado
Instituto Federal do Espírito Santo
dc.subject.cnpq.fl_str_mv Educação
dc.subject.br-rjbn.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo
Educação e Estado
Ensino médio
Ensino profissional
dc.subject.udc.none.fl_str_mv 37
description The aim of this research was to analyze the offer and the operation of the Integrated Technical Course in Buildings – in the campus of Colatina, from 2004, in view of the policy of the offer of the modalities of education focusing on the integration of the High School curriculum to the technical-professional education. This study was guided by the Marxist perspective and dialogued with the production of the ANPED WP-09, which advocates a more wholly human formation. Integrated secondary education, as a form of provision of technical secondary education, has among its presuppositions human formation and the curricular integration, which aims to overcome the duality that permeates Brazilian education. This research made use of the following sources: institutional documents of IFES (Construction Course Project, PDI, ROD, management reports) and was developed through on-site visits with observation and interviews with teachers and the application of questionnaires with students and managers of the Building Course. In the first stage, the demand and the offer of technical education, high school and integrated secondary education at a national, State and local levels (northwest microregion and Colatina municipality) was evidenced, which signaled the lack of the provision of the State secondary education and the importance of the federal offer and the risks of verticalization. In the second phase, the contact with the subjects of the research revealed the complexity of the functioning of the curricular integration, its limits and possibilities for the implementation and functioning of the integrated secondary education in the Colatina campus. Among the limits for the effectiveness of the integration, it has been shown that the expansion and the verticalization of IFES offer directly influence the offer of integrated courses. Among the challenges, the management and distribution of content in the curriculum carried out by managers and teachers stands out. The implementation of the curricular organization can lead to a process of juxtaposition of the school components and cause overload on the students as the items of study increase, the number of evaluations that can reach a high number in a year, demonstrating the content of IFES school culture. Such a situation can increase the demands of study in the courses, interfering in the learning process of the students, who need different strategies in order to organize themselves to attend to this process of overloading of school tasks. Nevertheless, within the process of juxtaposition and fragmentation mentioned here, there are integrative practices that allow students to overcome them. Thus, despite the limits, challenges and contradictions, the operation of integrated secondary education offers a great number of qualities that in the context of voiding the right to education in the municipality of Colatina represents the guarantee of the right to a social insertion for the youngsters of the northwest region
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2018-08-01T23:37:12Z
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Mestrado em Educação
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Mestrado em Educação
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