Proposta de projeto integrador para o desenvolvimento das habilidades e competências empreendedoras no ensino médio técnico integrado em uma escola agrícola federal
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Data
2018-12-14
Autores
Alvarenga, Paulo Sérgio Romeu
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O ensino empreendedor pode melhorar diversos aspectos comportamentais dos alunos, como incentivá-los a criar o próprio emprego. O desenvolvimento de projetos pode estimular a evolução de diversas habilidades e competências empreendedoras esperadas em alunos de cursos técnicos. Observadas as duas premissas, este estudo propôs o uso de projeto integrador como estratégia para desenvolver o ensino empreendedor entre alunos de uma escola agrícola federal. O estudo baseou-se na análise documental da proposta pedagógica do curso técnico em agroindústria integrado ao ensino médio e em modelos que envolvem educação empreendedora e aprendizagem baseada em projetos. A proposta é, também, uma resposta a alguns desafios encontrados, tais como a necessidade de permanência dos alunos na escola sem atividades programadas e a superação de limitações impostas pelo desenvolvimento de projetos em disciplinas isoladas, algo que é semelhante, em termos de prática pedagógica, ao modelo tradicional de ensino. A proposta final foi elaborada a partir da adaptação de modelos educacionais e contribuições dos professores, porém precisa passar por uma avaliação mais profunda em termos dos custos envolvidos. Os resultados indicam que apesar da atual proposta pedagógica apresentar eixos teóricos e práticos voltados ao desenvolvimento de atividades interdisciplinares, estas permanecem sem conexão em nível subjetivo aos métodos de ensino de cada professor. Os resultados também indicam que a melhor forma de desenvolver as habilidades e competências empreendedoras desses alunos envolvidos no presente estudo é por meio de projeto integrador afixado como complemento dos componentes curriculares durante o período de formação. Apesar dos desafios inerentes a sua estruturação, as respostas dos instrumentos aplicados indicam que a maioria dos docentes se apresenta alinhada aos objetivos desta proposta e que os gestores endossam sua aplicação.
Entrepreneurship education can improve lots of students' behavioral aspects, such as encouraging them to create their own jobs. The development of projects can stimulate the evolution of several skills and entrepreneurial skills expected in students of technical courses. Based on the two premises, this study proposed the use of an integrative project as a strategy to develop entrepreneurial education among students of a federal agricultural school. The study was based on the documentary analysis of the pedagogical proposal of the technical course in agroindustry integrated to high school and in models that involves entrepreneurial education and project-based learning. The proposal is also a response to some of these challenges, such as the need for students to stay in school without programmed activities and to overcome the limitations imposed by the development of projects in isolated disciplines, something that is similar in terms of pedagogical practice, to the traditional model of education. The final proposal was drawn from the adaptation of educational models and teachers' contributions, but it needs to take more profound evaluation in terms of the costs involved. The results indicate that in spite of the current pedagogical proposal, theoretical and practical axes focused on the development of interdisciplinary activities remain isolated at a subjective level to the teaching methods of each teacher. The results also indicate that the best way to develop the entrepreneurial skills and abilities of these students is through an integrative project design, which is added to complement the curricular components during the students' life. Despite the challenges inherent to its structuring, the responses of the instruments applied indicate that most teachers agree with the objectives of this proposal and that the managers endorse its application.
Entrepreneurship education can improve lots of students' behavioral aspects, such as encouraging them to create their own jobs. The development of projects can stimulate the evolution of several skills and entrepreneurial skills expected in students of technical courses. Based on the two premises, this study proposed the use of an integrative project as a strategy to develop entrepreneurial education among students of a federal agricultural school. The study was based on the documentary analysis of the pedagogical proposal of the technical course in agroindustry integrated to high school and in models that involves entrepreneurial education and project-based learning. The proposal is also a response to some of these challenges, such as the need for students to stay in school without programmed activities and to overcome the limitations imposed by the development of projects in isolated disciplines, something that is similar in terms of pedagogical practice, to the traditional model of education. The final proposal was drawn from the adaptation of educational models and teachers' contributions, but it needs to take more profound evaluation in terms of the costs involved. The results indicate that in spite of the current pedagogical proposal, theoretical and practical axes focused on the development of interdisciplinary activities remain isolated at a subjective level to the teaching methods of each teacher. The results also indicate that the best way to develop the entrepreneurial skills and abilities of these students is through an integrative project design, which is added to complement the curricular components during the students' life. Despite the challenges inherent to its structuring, the responses of the instruments applied indicate that most teachers agree with the objectives of this proposal and that the managers endorse its application.
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Palavras-chave
Educação empreendedora, Aprendizagem baseada em projetos, Projeto integrador, Interdisciplinaridade curricular, Educação no campo, Ensino técnico, Entrepreneurial education, Project-based learning, Integrative project, Curricular interdisciplinarity, Rural education, Technical education, Aprendizagem ativa, Projetos de pesquisa