First contact with Integrated High School: a confrontation between licensed and bachelor teachers

Detalhes bibliográficos
Autor(a) principal: Marques, Welisson
Data de Publicação: 2020
Outros Autores: Melo, Sthéfany Araújo, Pereira, Otaviano José
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/57454
Resumo: The history of Integrated High School (EMI) began in 1909 through the former Artisan Apprentice Schools and is currently part of the Federal Network for Professional, Scientific and Technological Education (RFEPCT). This article is the result of a research that aimed to investigate, through individual interviews with 16 effective teachers of IFTM Campus Uberlândia, when was the first contact with this form of teaching. The theoretical basis of this article went through some documents and legislative frameworks and was also supported by Ramos (2008) and Frigotto, Ciavatta and Ramos (2012). The interviews were conducted in November 2018, within the physical limits of IFTM Campus Uberlândia itself. The choice of the 16 teachers interviewed was made by convenience and by analyzing their curricula registered in the Lattes Platform, in order to select first those who presented academic formation in licensure or only in bachelor's degree. As a result of the research, we identified that 15 teachers, among the 16 interviewed, only got to know EMI during the preparation for the RFEPCT public exam. In addition, all 16 teachers stated that they had not experienced any studies or academic discussions about EMI or Vocational Education during their undergraduate studies. Thus, we did not identify distinctions between licensed and bachelor teachers regarding their first contact with EMI and also regarding the knowledge perhaps shared during their academic formation. All this reveals to us that the expansion and dissemination of the Federal Network is insufficient to spread among society the real objectives of an integrated formation.
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spelling First contact with Integrated High School: a confrontation between licensed and bachelor teachers Primer contacto com Escuela Secundaria Integrada: uma confrontación entre maestros licenciados y los que tienen bachirelattoPrimeiro contato com o Ensino Médio Integrado: um confronto entre docentes licenciados e docentes bacharéisEnsino Médio IntegradoFormação integradaLicenciaturaBachareladoPrimeiro contatoIntegrated High SchoolIntegrated courseLicensure degreeBachelor’s degreeFirst contactEscuela secundaria integradaEntrenamiento integradoLicenciaturaBachilleratoPrimero contactoThe history of Integrated High School (EMI) began in 1909 through the former Artisan Apprentice Schools and is currently part of the Federal Network for Professional, Scientific and Technological Education (RFEPCT). This article is the result of a research that aimed to investigate, through individual interviews with 16 effective teachers of IFTM Campus Uberlândia, when was the first contact with this form of teaching. The theoretical basis of this article went through some documents and legislative frameworks and was also supported by Ramos (2008) and Frigotto, Ciavatta and Ramos (2012). The interviews were conducted in November 2018, within the physical limits of IFTM Campus Uberlândia itself. The choice of the 16 teachers interviewed was made by convenience and by analyzing their curricula registered in the Lattes Platform, in order to select first those who presented academic formation in licensure or only in bachelor's degree. As a result of the research, we identified that 15 teachers, among the 16 interviewed, only got to know EMI during the preparation for the RFEPCT public exam. In addition, all 16 teachers stated that they had not experienced any studies or academic discussions about EMI or Vocational Education during their undergraduate studies. Thus, we did not identify distinctions between licensed and bachelor teachers regarding their first contact with EMI and also regarding the knowledge perhaps shared during their academic formation. All this reveals to us that the expansion and dissemination of the Federal Network is insufficient to spread among society the real objectives of an integrated formation.La historia de Escuela Secundaria Integrada (EMI) comenzó en 1909 a través de las antiguas Escuelas de Aprendices de Artesanos y actualmente forma parte de la Red Federal de Educación Profesional, Científica y Tecnológica (RFEPCT). Este artículo es el resultado de una investigación que tuvo como objetivo investigar, a través de entrevistas individuales con 16 maestros efectivos de IFTM Campus Uberlândia, cuando fue el primer contacto con esta forma de enseñanza. La base teórica de este artículo pasó por algunos documentos y marcos legislativos y también fue apoyada por Ramos (2008) y Frigotto, Ciavatta y Ramos (2012). Las entrevistas se realizaron en noviembre de 2018, dentro de los límites físicos del propio IFTM Campus Uberlândia. La elección de los 16 maestros entrevistados se realizó por conveniencia y mediante el análisis de sus planes de estudio registrados en la Plataforma Lattes, con el fin de seleccionar primero a aquellos que solo tenían una licenciatura o un bachillerato. Como resultado de la investigación, identificamos que 15 maestros, entre los 16 entrevistados, solo conocieron EMI durante la preparación para el examen público en RFEPCT. Además, los 16 maestros declararon que no habían experimentado ningún estudio o discusión académica sobre EMI o Educación Vocacional durante sus estudios de pregrado. Por lo tanto, no identificamos distinciones entre maestros licenciados y los que tienen bachillerato con respecto a su primer contacto con EMI y también con respecto al conocimiento que tal vez compartieron durante su formación académica. Todo esto nos revela que la expansión y difusión de la Red Federal es insuficiente para difundir entre la sociedad los objetivos reales de una formación integrada.A história do Ensino Médio Integrado (EMI) se iniciou em 1909 por meio das antigas Escolas de Aprendizes Artífices e, atualmente, compõe a Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT). Este artigo é resultado de uma pesquisa que objetivou investigar, por meio de entrevistas individuais com 16 docentes efetivos do IFTM Campus Uberlândia, quando foi o primeiro contato com essa forma de ensino. A base teórica deste artigo percorreu alguns documentos e marcos legislativos e se apoiou ainda em Ramos (2008) e Frigotto, Ciavatta e Ramos (2012). As entrevistas foram realizadas no mês de novembro de 2018, dentro dos limites físicos do próprio IFTM Campus Uberlândia. A escolha dos 16 docentes entrevistados aconteceu por conveniência e pela análise de seus currículos cadastrados na Plataforma Lattes, a fim de selecionar primeiramente aqueles que apresentassem formação acadêmica apenas em licenciatura ou apenas em bacharelado. Como resultado da pesquisa, identificamos que 15 docentes, dentre os 16 entrevistados, conheceram o EMI apenas durante a preparação para o concurso público na RFEPCT. Outrossim, todos os 16 docentes afirmaram não terem vivenciado nenhum estudo ou discussão acadêmica sobre EMI ou Educação Profissional durante a graduação. Dessa forma, não identificamos distinções entre docentes licenciados e docentes bacharéis quanto ao seu primeiro contato com o EMI e ainda quanto ao conhecimento porventura compartilhado durante a sua formação acadêmica. Tudo isso nos revela ser a expansão e divulgação da Rede Federal insuficiente a fim de difundir dentre a sociedade os reais objetivos de uma formação integrada.Universidade Federal de Uberlândia2020-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5745410.14393/ER-v27nEa2020-19Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-1638Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-1638Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-16381983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/57454/29997Marques, Welisson Melo, Sthéfany Araújo Pereira, Otaviano José info:eu-repo/semantics/openAccess2020-09-29T00:13:37Zoai:ojs.www.seer.ufu.br:article/57454Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-09-29T00:13:37Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv First contact with Integrated High School: a confrontation between licensed and bachelor teachers
Primer contacto com Escuela Secundaria Integrada: uma confrontación entre maestros licenciados y los que tienen bachirelatto
Primeiro contato com o Ensino Médio Integrado: um confronto entre docentes licenciados e docentes bacharéis
title First contact with Integrated High School: a confrontation between licensed and bachelor teachers
spellingShingle First contact with Integrated High School: a confrontation between licensed and bachelor teachers
Marques, Welisson
Ensino Médio Integrado
Formação integrada
Licenciatura
Bacharelado
Primeiro contato
Integrated High School
Integrated course
Licensure degree
Bachelor’s degree
First contact
Escuela secundaria integrada
Entrenamiento integrado
Licenciatura
Bachillerato
Primero contacto
title_short First contact with Integrated High School: a confrontation between licensed and bachelor teachers
title_full First contact with Integrated High School: a confrontation between licensed and bachelor teachers
title_fullStr First contact with Integrated High School: a confrontation between licensed and bachelor teachers
title_full_unstemmed First contact with Integrated High School: a confrontation between licensed and bachelor teachers
title_sort First contact with Integrated High School: a confrontation between licensed and bachelor teachers
author Marques, Welisson
author_facet Marques, Welisson
Melo, Sthéfany Araújo
Pereira, Otaviano José
author_role author
author2 Melo, Sthéfany Araújo
Pereira, Otaviano José
author2_role author
author
dc.contributor.author.fl_str_mv Marques, Welisson
Melo, Sthéfany Araújo
Pereira, Otaviano José
dc.subject.por.fl_str_mv Ensino Médio Integrado
Formação integrada
Licenciatura
Bacharelado
Primeiro contato
Integrated High School
Integrated course
Licensure degree
Bachelor’s degree
First contact
Escuela secundaria integrada
Entrenamiento integrado
Licenciatura
Bachillerato
Primero contacto
topic Ensino Médio Integrado
Formação integrada
Licenciatura
Bacharelado
Primeiro contato
Integrated High School
Integrated course
Licensure degree
Bachelor’s degree
First contact
Escuela secundaria integrada
Entrenamiento integrado
Licenciatura
Bachillerato
Primero contacto
description The history of Integrated High School (EMI) began in 1909 through the former Artisan Apprentice Schools and is currently part of the Federal Network for Professional, Scientific and Technological Education (RFEPCT). This article is the result of a research that aimed to investigate, through individual interviews with 16 effective teachers of IFTM Campus Uberlândia, when was the first contact with this form of teaching. The theoretical basis of this article went through some documents and legislative frameworks and was also supported by Ramos (2008) and Frigotto, Ciavatta and Ramos (2012). The interviews were conducted in November 2018, within the physical limits of IFTM Campus Uberlândia itself. The choice of the 16 teachers interviewed was made by convenience and by analyzing their curricula registered in the Lattes Platform, in order to select first those who presented academic formation in licensure or only in bachelor's degree. As a result of the research, we identified that 15 teachers, among the 16 interviewed, only got to know EMI during the preparation for the RFEPCT public exam. In addition, all 16 teachers stated that they had not experienced any studies or academic discussions about EMI or Vocational Education during their undergraduate studies. Thus, we did not identify distinctions between licensed and bachelor teachers regarding their first contact with EMI and also regarding the knowledge perhaps shared during their academic formation. All this reveals to us that the expansion and dissemination of the Federal Network is insufficient to spread among society the real objectives of an integrated formation.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-28
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://seer.ufu.br/index.php/emrevista/article/view/57454
10.14393/ER-v27nEa2020-19
url https://seer.ufu.br/index.php/emrevista/article/view/57454
identifier_str_mv 10.14393/ER-v27nEa2020-19
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/57454/29997
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-1638
Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-1638
Ensino em Re-Vista; 2020: v. 27, n. Especial (dez. 2020); 1614-1638
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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