Interfaces entre educação profissional em alternância e formação integrada omnilateral: reflexões a partir da experiência da escola família agrícola de Natalândia/MG
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-26
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
46
jan./dez.
46
46
jan./dez.
Coleções
Resumo
O presente trabalho tem como tema a reflexão do processo educativo do curso técnico em alternância da Escola Família Agrícola de Natalândia-MG. O objetivo aqui proposto é analisar as aproximações entre a Pedagogia da Alternância, realizada na EFAN e a formação integrada omnilateral. Trata-se de um trabalho que se desenvolve nos marcos da pesquisa qualitativa, tendo como procedimentos técnicos o estudo de caso e como instrumentos de coleta de dados a observação livre; a pesquisa documental, utilizando como fontes de coletas de dados o Projeto Político-Pedagógico e o Plano de Formação; a entrevista semiestruturada direcionada aos pais e aos professores/monitores e o grupo focal realizado com estudantes do curso técnico em agropecuária integrado ao ensino médio. Como resultado deste estudo, é possível notar que há evidenciado, nos documentos orientadores da EFAN e no processo educativo por ela desenvolvido, preocupação em desenvolver o pensamento crítico-reflexivo, a criatividade e a curiosidade dos estudantes com vistas à formação integral. Além disso, observa-se o estabelecimento do vínculo entre formação geral e formação profissional, a fim de permitir que os estudantes possam se apropriar das técnicas produtivas e de seus respectivos fundamentos científicos. Neste sentido, observa-se que o modo educativo da EFAN dialoga com a perspectiva da formação integrada omnilateral.
The present work has as its theme the reflection on the educational process of the Technical Course in Alternation of the Escola Família Agrícola de Natalândia-MG [Agricultural Family School of Natalândia / MG] - EFAN. The objective proposed here is to analyze the approximations between the Pedagogy of Alternation, conducted at EFAN, and the omnilateral integrated education. It is a work developed within the framework of qualitative research, using the case study as a technical procedure and free observation as an instrument of data collection. Also, documentary research, using as sources of data collection the Political-Pedagogical Project, the Educational Plan, the semi-structured interview directed to parents and teachers/monitors, and the focus group conducted with students from the Technical Course in Agriculture integrated with high school. As a result of this study, it is possible to perceive that there is, in the guidance documents of EFAN and about the educational process developed by it, a concern with developing critical-reflective thinking, as well as the creativity and curiosity of students with a view to integral education. Besides, it is possible to observe the establishment of a bond between general education and professional education that motivates students to take ownership of productive techniques and their respective scientific foundations. In this sense, it is observed that the educational way of EFAN dialogues with the perspective of omnilateral integrated education.
The present work has as its theme the reflection on the educational process of the Technical Course in Alternation of the Escola Família Agrícola de Natalândia-MG [Agricultural Family School of Natalândia / MG] - EFAN. The objective proposed here is to analyze the approximations between the Pedagogy of Alternation, conducted at EFAN, and the omnilateral integrated education. It is a work developed within the framework of qualitative research, using the case study as a technical procedure and free observation as an instrument of data collection. Also, documentary research, using as sources of data collection the Political-Pedagogical Project, the Educational Plan, the semi-structured interview directed to parents and teachers/monitors, and the focus group conducted with students from the Technical Course in Agriculture integrated with high school. As a result of this study, it is possible to perceive that there is, in the guidance documents of EFAN and about the educational process developed by it, a concern with developing critical-reflective thinking, as well as the creativity and curiosity of students with a view to integral education. Besides, it is possible to observe the establishment of a bond between general education and professional education that motivates students to take ownership of productive techniques and their respective scientific foundations. In this sense, it is observed that the educational way of EFAN dialogues with the perspective of omnilateral integrated education.
Descrição
Palavras-chave
Pedagogia da alternância, Formação integrada omnilateral, EFAN, Alternation pedagogy, Omnilateral integrated training, EFAN
Citação
QUEIROZ, Daiane Aparecida Ribeiro; CASTRO, Mad'Ana Desirée Ribeiro de. Interfaces entre educação profissional em alternância e formação integrada omnilateral: reflexões a partir da experiência da escola família agrícola de Natalândia/MG. Educação (UFSM), Santa Maria, RS, v. 46, n. 46, p. 1-26, jan/dez. 2021. https://doi.org/10.5902/1984644441651. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/41651. Acesso em: 2022-07-20