Conhecendo as bases conceituais da educação profissional e tecnológica no Brasil: uma oficina pedagógica fundamentada em metodologias ativas e dialogicidade

Abstract

This research aimed to apply an extension course through a pedagogical workshop based on active methodologies and dialogicity about the bases that guide Professional and Technological Education in Brazil. The history of education in Brazil is marked by duality between technical education for the poor and propaedeutic for the rich. However, Decree 5.154 published in 2004 made it possible to resume the supply of professional high school in an integrated manner, highlighting Brazilian education as a public policy, teaching modality that combines basic and technical formation and breaks the historical duality registered in Professional Education (EPT), while promoting the teaching of general culture and professional formation. However, part of those entering the integrated technical courses, trainee teachers, the general population and even professors who work at Professional Education (EPT), present a divergence of understanding about what would be an integrated technical formation at high school level and its effective applicability in the school environment. This way, pedagogical activities that will minimize this gap contribute to the expansion and concretization of knowledge regarding the conceptual bases that permeate the integrated teaching offered at Federal Institutes. The extension course had the central theme of Professional and Technological Education in Brazil and was held at the Federal Institute of Education of Mato Grosso do Sul (IFMS) campus Coxim, with a total workload of eight hours. The pedagogical workshop was organized in three moments: contextualization, planning and reflection. The first one was the discussion of the theme through the expository presentation with the help of songs that address the theme. In the second, planning, those involved measured the problem through dialogue and collaborative elaboration of activities supported by active methodologies and dialogicity about their perspectives in relation to technical education in Brazil and how it can contribute to an integral formation of the individual. Finally, in the reflection, when the systematization of knowledge is listed, the participants described, in group, their impressions about the theme and socialized with others. In general, there was evidence that the methodology used in the application of the workshop contributed to the understanding of the history, conceptual bases, characteristics of the courses and perspectives of professional education offered at Federal Institutes based on methodologies and practices that provide integration. It is expected that the educational product derived from this research will stimulate the use of pedagogical tools that promote the interaction and the integral formation of students.