Projetos de pesquisa e de extensão do IFMS na perspectiva da formação humana integral de seus estudantes

Abstract

The technical and technological training developed by the Federal Institutes of Education, Science and Technology, as well as the challenges resulting from the alignment of practices with what is proposed in institutional documents, raises the debate on how comprehensive human training, understood from an omnilateral perspective, can be inserted in the actions developed. The context presented is that of Professional and Technological Education, from the historical perspective and guidelines that make up its trajectory, highlighting the formation of the Federal Network of Professional, Scientific and Technological Education and its expansion with the creation of the Federal Institutes of Education, Science and Technology, in particular, the Federal Institute of Mato Grosso do Sul, which is the locus of the research. To answer the central question, which is how the IFMS research and extension projects can contribute to the integral human formation of its students, some principles present in the conception of the EPCT Federal Network were highlighted, whose proposal is anchored in the historical-dialectical materialism, with emphasis on the concept of integral human formation, understood in an omnilateral perspective, that is, aligned with a vision of totality in the formation of the subject, as opposed to a unilateral formation, aimed strictly at the labor market. This integrality of human formation is translated by the dimensions of work, science, technology and culture, as its constituent elements. And, to support the practice in this vision of omnilateral formation, the assumptions of historical-critical pedagogy were brought, which presents, in its proposal, the articulation between theory and social practice, in a cyclical movement determined by the historical and cultural context of the subjects and within of this dynamic movement, which proposes a better understanding of the reality that the inseparability among teaching, research and extension can be better explored as a formative principle. This research of an applied nature and qualitative approach aimed to enhance the training space present in research and extension projects of the IFMS, from the perspective of the integral human formation of its students, through the application of a collaborative workshop, structured in the light of historical-historical pedagogy criticism. The methodological path was developed in four stages, with document analysis of research and extension project reports, developed in 2019 on three IFMS campuses, individual interviews, and application of semi-structured questionnaires with the group of project coordinators research and extension activities to then hold conversation circles with students who graduated from these projects. As an educational product, a collaborative workshop aimed at the integral human formation of students was proposed, structured from the steps of historical-critical pedagogy, and applied in two research projects at the Campus Campo Grande of the IFMS. Its theoretical and practical record was made in the format of a didactic orientation guide, allowing the application in future offers. The results confirm the possibility of expanding the training space of research and extension projects aimed at the development of students' integral human training, with the insertion of actions aligned with an omnilateral perspective, highlighting the need for continuity of discussions on the subject, in future research