Technical schools: from vocational training to interdisciplinary learning

Detalhes bibliográficos
Autor(a) principal: Gonçalves, Ivani Maria de Souza
Data de Publicação: 2021
Outros Autores: Silva, Genilda Maria da, Carvalho, Odair França de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pesquisa e Debate em Educação (Online)
Texto Completo: https://periodicos.ufjf.br/index.php/RPDE/article/view/31901
Resumo: Interdisciplinarity is a proposal that aims to break up fragmented education. Thus, it is argued that the reflection on this proposal, in the context of technical education, consists of a highly complex process. In this sense, the objective is to understand how interdisciplinarity is developed and understood by teachers who work as teachers in a technical school in the city of Petrolina - PE. Thus, it is highlighted that these debates are supported by Fazenda (2001 - 2008), Japiassu (1994), Morin (2015), in LDB / 1996. To this end, a qualitative research was carried out, with the participation of four professors from the nursing course, who answered an open questionnaire. The data reveal that teachers promote the importance of interdisciplinarity and understand it as a possibility of breaking a fragmented educational action. Thus, it is concluded that, there is a relationship between technical education and the interdisciplinary work of teachers, who work with technical education in the locus of study.
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spelling Technical schools: from vocational training to interdisciplinary learningEscuelas técnicas: de la formación profesional al aprendizaje interdisciplinarioEscolas técnicas: da formação profissional a aprendizagem interdisciplinarCurrículoEscola técnicaInterdisciplinaridadeCurrículumEscuela técnicaInterdisciplinariedadCurriculumTechnical schoolInterdisciplinarityInterdisciplinarity is a proposal that aims to break up fragmented education. Thus, it is argued that the reflection on this proposal, in the context of technical education, consists of a highly complex process. In this sense, the objective is to understand how interdisciplinarity is developed and understood by teachers who work as teachers in a technical school in the city of Petrolina - PE. Thus, it is highlighted that these debates are supported by Fazenda (2001 - 2008), Japiassu (1994), Morin (2015), in LDB / 1996. To this end, a qualitative research was carried out, with the participation of four professors from the nursing course, who answered an open questionnaire. The data reveal that teachers promote the importance of interdisciplinarity and understand it as a possibility of breaking a fragmented educational action. Thus, it is concluded that, there is a relationship between technical education and the interdisciplinary work of teachers, who work with technical education in the locus of study.La interdisciplinariedad es una propuesta que tiene como objetivo romper la educación fragmentada. Así, se argumenta que la reflexión sobre esta propuesta, en el contexto de la educación técnica, consiste en un proceso de gran complejidad. En este sentido, el objetivo es comprender cómo la interdisciplinariedad es desarrollada y entendida por los profesores que laboran como docentes en una escuela técnica de la ciudad de Petrolina - PE. Así, se destaca que estos debates son apoyados por Fazenda (2001 - 2008), Japiassu (1994), Morin (2015), en LDB / 1996. Para ello, se realizó una investigación cualitativa, con la participación de cuatro profesores del curso de enfermería, quienes respondieron un cuestionario abierto. Los datos revelan que los docentes promueven la importancia de la interdisciplinariedad y la entienden como una posibilidad de romper una acción educativa fragmentada. Así, se concluye que existe una relación entre la educación técnica y el trabajo interdisciplinario de los docentes, que trabajan con la educación técnica en el locus de estudio.A interdisciplinaridade é uma proposta que visa a ruptura do ensino fragmentado. Assim, discute-se, que a reflexão sobre essa proposta, no contexto de ensino técnico, consiste em um processo de grande complexidade. Nesse sentido, objetiva-se compreender, como a interdisciplinaridade é desenvolvida e entendida pelos professores que atuam como docentes em uma escola técnica no município de Petrolina – PE. Dessa forma, destaca-se que estes debates se apoiam em Fazenda (2001 – 2008), Japiassu (1994), Morin (2015), na LDB/1996. Para tanto, realizou-se uma pesquisa qualitativa, a qual contou com a participação de quatro professores do curso de enfermagem, que responderam a um questionário aberto. Os dados revelam, que os professores fomentam a importância da interdisciplinaridade e a compreendem como possibilidade de ruptura de uma ação educativa fragmentada. Assim, conclui-se que, existe uma relação entre o ensino técnico e o fazer interdisciplinar dos docentes, que atuam com educação técnica no lócus de estudo.Centro de Políticas Públicas e Avaliação da Educação (CAEd)2021-04-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/RPDE/article/view/3190110.34019/2237-9444.2021.v11.31901Pesquisa e Debate em Educação; v. 11 n. 1 (2021): Publicação contínua; 1-16, e319012237-94442237-9436reponame:Pesquisa e Debate em Educação (Online)instname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/RPDE/article/view/31901/22157Copyright (c) 2021 Ivani Maria de Souza Gonçalves; Genilda Maria da Silva; Odair França de Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGonçalves, Ivani Maria de SouzaSilva, Genilda Maria daCarvalho, Odair França de2021-03-13T12:14:40Zoai:periodicos.ufjf.br:article/31901Revistahttps://periodicos.ufjf.br/index.php/RPDEPUBhttps://periodicos.ufjf.br/index.php/RPDE/oaifrederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.brhttps://doi.org/10.34019/2237-94442237-94442237-9436opendoar:2023-01-12T16:09:32.100619Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)true
dc.title.none.fl_str_mv Technical schools: from vocational training to interdisciplinary learning
Escuelas técnicas: de la formación profesional al aprendizaje interdisciplinario
Escolas técnicas: da formação profissional a aprendizagem interdisciplinar
title Technical schools: from vocational training to interdisciplinary learning
spellingShingle Technical schools: from vocational training to interdisciplinary learning
Gonçalves, Ivani Maria de Souza
Currículo
Escola técnica
Interdisciplinaridade
Currículum
Escuela técnica
Interdisciplinariedad
Curriculum
Technical school
Interdisciplinarity
title_short Technical schools: from vocational training to interdisciplinary learning
title_full Technical schools: from vocational training to interdisciplinary learning
title_fullStr Technical schools: from vocational training to interdisciplinary learning
title_full_unstemmed Technical schools: from vocational training to interdisciplinary learning
title_sort Technical schools: from vocational training to interdisciplinary learning
author Gonçalves, Ivani Maria de Souza
author_facet Gonçalves, Ivani Maria de Souza
Silva, Genilda Maria da
Carvalho, Odair França de
author_role author
author2 Silva, Genilda Maria da
Carvalho, Odair França de
author2_role author
author
dc.contributor.author.fl_str_mv Gonçalves, Ivani Maria de Souza
Silva, Genilda Maria da
Carvalho, Odair França de
dc.subject.por.fl_str_mv Currículo
Escola técnica
Interdisciplinaridade
Currículum
Escuela técnica
Interdisciplinariedad
Curriculum
Technical school
Interdisciplinarity
topic Currículo
Escola técnica
Interdisciplinaridade
Currículum
Escuela técnica
Interdisciplinariedad
Curriculum
Technical school
Interdisciplinarity
description Interdisciplinarity is a proposal that aims to break up fragmented education. Thus, it is argued that the reflection on this proposal, in the context of technical education, consists of a highly complex process. In this sense, the objective is to understand how interdisciplinarity is developed and understood by teachers who work as teachers in a technical school in the city of Petrolina - PE. Thus, it is highlighted that these debates are supported by Fazenda (2001 - 2008), Japiassu (1994), Morin (2015), in LDB / 1996. To this end, a qualitative research was carried out, with the participation of four professors from the nursing course, who answered an open questionnaire. The data reveal that teachers promote the importance of interdisciplinarity and understand it as a possibility of breaking a fragmented educational action. Thus, it is concluded that, there is a relationship between technical education and the interdisciplinary work of teachers, who work with technical education in the locus of study.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufjf.br/index.php/RPDE/article/view/31901
10.34019/2237-9444.2021.v11.31901
url https://periodicos.ufjf.br/index.php/RPDE/article/view/31901
identifier_str_mv 10.34019/2237-9444.2021.v11.31901
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufjf.br/index.php/RPDE/article/view/31901/22157
dc.rights.driver.fl_str_mv Copyright (c) 2021 Ivani Maria de Souza Gonçalves; Genilda Maria da Silva; Odair França de Carvalho
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Ivani Maria de Souza Gonçalves; Genilda Maria da Silva; Odair França de Carvalho
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Políticas Públicas e Avaliação da Educação (CAEd)
publisher.none.fl_str_mv Centro de Políticas Públicas e Avaliação da Educação (CAEd)
dc.source.none.fl_str_mv Pesquisa e Debate em Educação; v. 11 n. 1 (2021): Publicação contínua; 1-16, e31901
2237-9444
2237-9436
reponame:Pesquisa e Debate em Educação (Online)
instname:Universidade Federal de Juiz de Fora (UFJF)
instacron:UFJF
instname_str Universidade Federal de Juiz de Fora (UFJF)
instacron_str UFJF
institution UFJF
reponame_str Pesquisa e Debate em Educação (Online)
collection Pesquisa e Debate em Educação (Online)
repository.name.fl_str_mv Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)
repository.mail.fl_str_mv frederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.br
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