O Currículo do Ensino Técnico Integrado ao Ensino Médio: Desafios e Perspectivas
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Data
2018-03-23
Autores
Borges, Ana Paula Noemy Dantas Saito
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação consiste na integração curricular e a formação profissional dos alunos de 08 Escolas Técnicas Estaduais do Estado de São Paulo, especificamente do Centro Estadual de Educação Tecnológica Paula Souza, pertencentes à Supervisão Educacional Pedagógica Regional – Ribeirão Preto e que ofertaram em 2017 o Ensino Técnico em Administração Integrado ao Ensino Médio, também conhecido como Etim de Administração. Este curso foi escolhido por abranger maior quantidade de Escolas Técnicas da regional de Ribeirão Preto. Esta dissertação tem como objetivo geral investigar a proposta curricular integrada. Os objetivos específicos estão relacionados com a verificação da integração entre os componentes curriculares da formação geral (Base Nacional Comum e a parte diversificada) com os componentes curriculares da formação profissional e técnica (Ensino Técnico). Analisando o processo de ensino-aprendizagem, a avaliação e os projetos integradores/ interdisciplinares, por meio de coleta de dados: pesquisa bibliográfica; aplicação de questionário (quantitativo) para os alunos da 1ª e 3ª séries do Etim de Administração; para os Coordenadores de Curso (quantitativo e qualitativo). Ambos foram realizados utilizando a ferramenta Google Docs. A entrevista com os Coordenadores de Projetos responsáveis pela Coordenação Pedagógica foi realizada por meio da Skype for Business. A análise documental dos Diários de Classe e Planos de Trabalho Docente dos componentes curriculares de: Língua Portuguesa, Literatura e Comunicação Profissional; Matemática; Cálculos Financeiros e Estatísticos e Técnicas Organizacionais. No primeiro capítulo, foi realizada pesquisa bibliográfica sobre a história da educação profissional com o foco no ensino integrado, desde a década de 1950 até os dias atuais, contextualizando a investigação histórica, legislação, características do ensino integrado e as políticas públicas na formação profissional. No segundo capítulo foi efetivada a análise da organização curricular no Plano de Curso do Ensino Técnico em Administração Integrado ao Ensino Médio, características da modalidade de ensino, os requisitos de acesso, perfil profissional de conclusão, critérios de avaliação de aprendizagem, o processo de avaliação como meio de integração, metodologias de ensino, instalação e equipamentos, certificação e diploma. O terceiro capítulo contempla a pesquisa realizada nas 08 escolas técnicas. Participaram, no total, 392 pessoas. Analisando os dados coletados percebe-se que os alunos da 1ª série ingressaram nesta modalidade de ensino com a expectativa de atuar no mercado de trabalho. A integração curricular entre os componentes curriculares da formação geral e formação profissional ocorre parcialmente. Porém, a maioria dos alunos se sente qualificada para atuar como Auxiliar Administrativo. Os alunos da 3ª série percebem a integração curricular. Segundo os alunos, os estudos estão relacionados com o mercado de trabalho, mas a maioria se direcionará ao vestibular. Os Coordenadores de Curso consideram que a integração curricular ocorre por meio de projetos integradores, mas que há a necessidade de adequação desta integração utilizandose de aulas e avaliações. Porém, os professores focam o ensino no mercado de trabalho. Os Coordenadores Pedagógicos explanaram que a integração curricular ocorre na aplicação de projetos, entretanto, faz-se necessário adequar esta prática. Nos registros acadêmicos dos Diários de Classe e Planos de Trabalho Docente a realização dos projetos interdisciplinares e a integração curricular não ficaram evidentes. Desta forma, como produto desta investigação, foram propostas orientações pedagógicas e adequações curriculares, denominado “O currículo integrado na prática”, como forma de buscar a integração curricular no ensino integrado.
This thesis is related to the curricular integration and the professional qualification of the students from 8 Technical Schools of the State of São Paulo, specifically of the “Centro Estadual de Educação Tecnológica Paula Souza”, belonging to Regional Supervision of Ribeirão Preto and that provided Administration technical education integrated with the High School, also known as ETIM of Administration. This course was chosen because it includes a greater number of Technical Schools in Ribeirão Preto. This thesis has a general objective to investigate the integrated curricular proposal and its practice in the classroom. The specific objectives are related to the verification of the integration between the general classes (High School) with the professional and technical classes (Administration). The teaching/learning process, evaluation and projects were analyzed through data collection: bibliographic research; questionnaire for 1st and 3rd year students (quantitative); questionnaire for coordinators (quantitative and qualitative). Google Docs were used for both questionnaires. Skype for Business was used to interview the Project Coordinators responsible for the ETIM of Administration. A document analysis was done using the classes diaries and work plans: Portuguese, Literature and Communication; Mathematics; Financial and Statistics; and Organizational Techniques. In the first chapter, a bibliographical research was done on the history of technical education focusing on the integrated education, in the 1950s to the present, contextualizing historical research, legislation, integrated teaching characteristics and public policies in technical education. In the second chapter, the analysis of the curricular organization in the Course Plan for Technical Education in High School, characteristics of the teaching modality, access requirements, professional completion profile, learning evaluation criteria, evaluation process as a means of integration, teaching methodologies, installation and equipment, certification and diploma. The third chapter is about the research carried out in the 8 technical schools. A total of 392 people participated. It was noticed in the collected data that the students of the first grade entered this modality of education with the expectation of working as Administrators. The curricular integration between the curricular components of the general classes and professional classes occurs partially. But, most feel qualified to act as Administrative Assistant. The students of the third grade perceive the curricular integration between the disciplines. The studies are related to the market, but that most will try to join a University. The Course Coordinators believe that curricular integration occurs through integrative projects, but needs to adapt this integration using the lessons and assessment. However, teachers focus on teaching in the market. The Pedagogical Coordinators commented that the curricular integration occurs in the application of projects, but that they need to adapt this practice. In the academic records of class diaries and work plans, the implementation of interdisciplinary projects and curricular integration was not evident. Thus, as a product of this research, pedagogical guidelines and curricular adaptations were proposed, called "The integrated curriculum in practice", as a way to seek curricular integration in integrated teaching.
This thesis is related to the curricular integration and the professional qualification of the students from 8 Technical Schools of the State of São Paulo, specifically of the “Centro Estadual de Educação Tecnológica Paula Souza”, belonging to Regional Supervision of Ribeirão Preto and that provided Administration technical education integrated with the High School, also known as ETIM of Administration. This course was chosen because it includes a greater number of Technical Schools in Ribeirão Preto. This thesis has a general objective to investigate the integrated curricular proposal and its practice in the classroom. The specific objectives are related to the verification of the integration between the general classes (High School) with the professional and technical classes (Administration). The teaching/learning process, evaluation and projects were analyzed through data collection: bibliographic research; questionnaire for 1st and 3rd year students (quantitative); questionnaire for coordinators (quantitative and qualitative). Google Docs were used for both questionnaires. Skype for Business was used to interview the Project Coordinators responsible for the ETIM of Administration. A document analysis was done using the classes diaries and work plans: Portuguese, Literature and Communication; Mathematics; Financial and Statistics; and Organizational Techniques. In the first chapter, a bibliographical research was done on the history of technical education focusing on the integrated education, in the 1950s to the present, contextualizing historical research, legislation, integrated teaching characteristics and public policies in technical education. In the second chapter, the analysis of the curricular organization in the Course Plan for Technical Education in High School, characteristics of the teaching modality, access requirements, professional completion profile, learning evaluation criteria, evaluation process as a means of integration, teaching methodologies, installation and equipment, certification and diploma. The third chapter is about the research carried out in the 8 technical schools. A total of 392 people participated. It was noticed in the collected data that the students of the first grade entered this modality of education with the expectation of working as Administrators. The curricular integration between the curricular components of the general classes and professional classes occurs partially. But, most feel qualified to act as Administrative Assistant. The students of the third grade perceive the curricular integration between the disciplines. The studies are related to the market, but that most will try to join a University. The Course Coordinators believe that curricular integration occurs through integrative projects, but needs to adapt this integration using the lessons and assessment. However, teachers focus on teaching in the market. The Pedagogical Coordinators commented that the curricular integration occurs in the application of projects, but that they need to adapt this practice. In the academic records of class diaries and work plans, the implementation of interdisciplinary projects and curricular integration was not evident. Thus, as a product of this research, pedagogical guidelines and curricular adaptations were proposed, called "The integrated curriculum in practice", as a way to seek curricular integration in integrated teaching.
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Palavras-chave
Currículo Integrado, Ensino Integrado, Políticas Públicas na Educação Profissional, Formação Profissional, Integrated Education, Integrated Curriculum, Public Policies in Professional Education, Professional qualification