A formação do técnico em agropecuária frente ao avanço do capitalismo no campo brasileiro: um olhar sobre o IFCE – campus Iguatu na busca pela (res)significação do ensino agrícola
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Data
2016-12-15
Autores
Silva, Maria Madalena da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O tema deste trabalho é o Ensino Agrícola ofertado pelo Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) – campus Iguatu. Nosso objetivo geral foi analisar o Projeto Pedagógico do Curso (PPC) Técnico em Agropecuária, ofertado pela referida instituição, tendo como referência o documento produzido pelo Ministério da Educação (MEC) e pela Secretaria de Educação e Tecnologia sobre a (Re)significação do Ensino Agrícola na Rede Federal de Ensino e os princípios da Educação Profissional do campo elaborado pelos movimentos sociais do campo. A partir da análise realizada, levantamos as seguintes questões: Quais os princípios que norteiam o PPC do curso Técnico em Agropecuária do IFCE – Campus de Iguatu? Quais as relações que o PPP do referido curso mantém com o documento de (res)significação do ensino agrícola elaborado pelo MEC? Qual(is) a(s) trajetória(s) desenvolvida(s) pelos discentes após a conclusão do curso? Qual a avaliação dos egressos sobre a contribuição do curso para a sua formação? Para responder a esses e outros questionamentos, realizamos um trabalho que se insere na abordagem qualitativa, com ênfase nos aspectos do método da pesquisa-ação. A pesquisa-ação procura unir a pesquisa à ação buscando desenvolver o conhecimento e a compreensão como parte da prática. Conduzida num processo cíclico de agir e refletir criticamente sobre as ações, a pesquisa-ação agrega várias técnicas de coleta de dados da pesquisa social. Nesse sentido, foi realizada uma pesquisa bibliográfica e documental em obras de referência, documentos oficiais, legislações, dentre outros referentes ao tema. Para a coleta de dados empíricos organizamos e participamos, junto com o corpo docente, de seminários e reuniões de grupo para estudo da temática. Trabalhamos ainda com o questionário aplicado a 66 egressos do referido curso, com o objetivo de conhecer: Qual a avaliação dos docentes sobre a trajetória desenvolvida pelos egressos do curso? No desenvolvimento da pesquisa percebemos que o IFCE - campus Iguatu, assim como a maioria das escolas, dentro do espaço de uma sociedade capitalista, encerra um espaço de contradições, produto do movimento dialético das camadas sociais que as formam. O IFCE – campus Iguatu, por sua vez, não foge à regra. Sua história é marcada pela implementação de diversas políticas governamentais, com avanços e retrocessos que implicam na formação discente. Para tanto, a pesquisa aponta para a necessidade do corpo docente do curso Técnico em Agropecuária discutir sobre a concepção e os princípios do atual PPP, explicitando as contradições na formação dos profissionais para a produção agrícola, articulando a reconstrução ou construção do projeto pedagógico do curso para atender aos princípios do projeto alternativo para o campo brasileiro.
The main theme of this paper is the Agricultural Teaching offered by the Federal Institute of Education, Science and Technology of Ceará (IFCE) - Iguatu campus. Our general purpose was to analyze the Pedagogical Project of the Farming Technical Course (PPC) offered by this institution, having as reference the Document produced by the Ministry of Education (MEC) and the Secretariat of Education and Technology about the (re)signification of the Agricultural Teaching in the Federal Network of Teaching and the principles of the Professional Education of the field elaborated by the movements of the field. From the analysis performed, the following questionings arose: What are the principles that guide the PPC of the Farming Technical Course of the IFCE –Iguatucampus? What relations does the PPC of the aforementioned course maintain with the document of (re)signification of the agricultural teaching elaborated by the MEC? What is(are) the trajectory(ies) developed by the students after the conclusion of the course? What is the evaluation made by the graduates about the contribution of the course to their academic and professional qualification? To answer these and other questionings, we performed a work that is part of the qualitative approach, with emphasis on the aspects of the action-research method.The action-research, as the name itself says, seeks to link the research to the action in order to develop knowledge and understanding as part of practice. Conducted in a cyclical process of acting and critically reflecting on actions, the action-research aggregates various techniques of data collect from social research.In this sense, a bibliographical and documentary research was performed in literary works of reference, official documents and legislation, among others referring to the theme. For the collection of empirical data we organized and participated together with the faculty of seminars and group meetings to study the theme.We also worked with the questionnaire applied to 66 graduates of this course, with the purpose of knowing: What is the evaluation of the teachers about the trajectory developed by the graduates of the course?In the development of the research, we realized that the IFCE - Iguatu campus, as well as most schools inserted in a capitalist society, contains a space of contradictions, product of the dialectical movement of the social strata that form them.The IFCE - Iguatu campus, on the other hand, does not escape the rule. Its history is marked by the implementation of several governmental policies, with advances and regressions that imply in the students training. Therefore, the research points to the need of the Farming Technical Course's faculty to discuss about the conception and principles of the current PPC, explaining the contradictions in the training of professionals for agricultural production, articulating the reconstruction or construction of the pedagogical project of the course to meet the principles of the alternative project for the Brazilian field.
The main theme of this paper is the Agricultural Teaching offered by the Federal Institute of Education, Science and Technology of Ceará (IFCE) - Iguatu campus. Our general purpose was to analyze the Pedagogical Project of the Farming Technical Course (PPC) offered by this institution, having as reference the Document produced by the Ministry of Education (MEC) and the Secretariat of Education and Technology about the (re)signification of the Agricultural Teaching in the Federal Network of Teaching and the principles of the Professional Education of the field elaborated by the movements of the field. From the analysis performed, the following questionings arose: What are the principles that guide the PPC of the Farming Technical Course of the IFCE –Iguatucampus? What relations does the PPC of the aforementioned course maintain with the document of (re)signification of the agricultural teaching elaborated by the MEC? What is(are) the trajectory(ies) developed by the students after the conclusion of the course? What is the evaluation made by the graduates about the contribution of the course to their academic and professional qualification? To answer these and other questionings, we performed a work that is part of the qualitative approach, with emphasis on the aspects of the action-research method.The action-research, as the name itself says, seeks to link the research to the action in order to develop knowledge and understanding as part of practice. Conducted in a cyclical process of acting and critically reflecting on actions, the action-research aggregates various techniques of data collect from social research.In this sense, a bibliographical and documentary research was performed in literary works of reference, official documents and legislation, among others referring to the theme. For the collection of empirical data we organized and participated together with the faculty of seminars and group meetings to study the theme.We also worked with the questionnaire applied to 66 graduates of this course, with the purpose of knowing: What is the evaluation of the teachers about the trajectory developed by the graduates of the course?In the development of the research, we realized that the IFCE - Iguatu campus, as well as most schools inserted in a capitalist society, contains a space of contradictions, product of the dialectical movement of the social strata that form them.The IFCE - Iguatu campus, on the other hand, does not escape the rule. Its history is marked by the implementation of several governmental policies, with advances and regressions that imply in the students training. Therefore, the research points to the need of the Farming Technical Course's faculty to discuss about the conception and principles of the current PPC, explaining the contradictions in the training of professionals for agricultural production, articulating the reconstruction or construction of the pedagogical project of the course to meet the principles of the alternative project for the Brazilian field.
Descrição
Palavras-chave
Educação profissional, Técnico em agropecuária, Projeto pedagógico do curso, Educação profissional do campo, Professional education, Farming technician, Pedagogical project of the course, Professional field education