Contribuições dos produtos educacionais do ProfEPT para a formação integral do estudante do ensino médio integrado

Abstract

The reformulation of the Federal Network of Professional, Scientific and Technological Education (RFEPCT), represented by the implementation of the Federal Institutes of Education, Science and Technology through Law no. 11,892 of December 29, 2008, provided the strengthening of the offer of integral education. This fact has become the main challenge for professional education in the Federal Network, as it also demands the qualification of staff members for the development of integrated pedagogical practices that promote integral training. Therefore, this research aims to highlight the dimensions of Integral Training and the aspects of Integrated Education contemplated in the Educational Products generated by the Professional Master's Program in Professional and Technological Education (ProfEPT) for students of Integrated High School. For this, applied research is carried out, with a quantitative and qualitative approach, of the descriptive type. The participatory research method is used with bibliographic, documentary and Bibliometric Review procedures. The dimensions of Integral Human Formation and the aspects of Integrated Teaching constitute the theoretical basis of this investigation. For organization, categorization and analysis of the generated data, the technique of discursive textual analysis was used. Questionnaires were applied to ProfEPT teachers as instruments for evaluating the Educational Product. This consists of a support matrix for the planning and evaluation of pedagogical practice linked to the EPT project for Integrated Teaching. As a result of the Bibliometric Review, 355 Educational Products of the Professional Master's Program in Professional and Technological Education generated until June 2020 were found, highlighting the Manuals/Guides/Support Text as the main type of production that ProfEPT has generated. The IFFARROUP, IFSC, IFRN, IFS and IFPR stood out due to the largest number of educational products published in this time frame, when most were directed to teachers, followed by students, managers, technicians and the external community. We found at 43 educational products intended for integrated secondary education, applied to teaching, which generally include aspects of Integrated Education, with the exception of the aspect of appreciation of the performance of construction and appropriation of knowledge, materialized in 53.48% of the sample. This finding leads to the need for alignment and further study of what the theoretical frameworks propose that support the pedagogical proposals of Integrated Teaching to the Conceptual Basis of the EPT and to Historical-Critical Pedagogy. The pragmatic result of the research culminated in the elaboration of the Matrix for Integral Training, which was positively evaluated. From its construction, it was observed that the sector in which the aspect of situating concepts such as knowledge of general and specific training is presented presents a gap to be filled, outlining the need for more studies about it.