Currículo de matemática e educação profissional e tecnológica: a constituição de Esfera Pública como espaço de formação docente
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Data
2020-03-04
Autores
Lima, Alessandro Cruz de
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Universidade Estadual Paulista (Unesp)
Resumo
A História da Educação Profissional no Brasil é marcada por características de dominação e exploração, visando a formação de mão de obra que atendesse às necessidades do mercado de trabalho, voltada ao trabalhador braçal, aos menos favorecidos; enquanto a educação de cunho intelectual estaria apenas ao alcance daqueles que usufruem do sistema, dos mais ricos. Atualmente, mesmo num contexto verossímil, o profissional de nível técnico ganhou status no contexto neoliberal do mercado de trabalho e junto à sociedade, pela rápida formação e prontificação para o trabalho, pautado numa formação que se baseia no desenvolvimento de competências profissionais. Nos cursos ligados à área da indústria grande parte dessas competências é desenvolvida com o estudo da Matemática, que pode ser crítica, preparando para o mundo do trabalho, numa visão socioeconômica, ou meramente instrumental e alienada. No desenvolvimento de estudos sobre o ensino da Matemática aplicado à Educação Técnica Profissional de Nível Médio (ETPNM), articulado ou subsequente, nos deparamos com professores que praticam o ensino da Matemática ainda que não possuam formação específica para tal, mas na maioria em engenharia, traduzindo sentimentos próprios durante essa prática docente. Objetivando a constituir um grupo de discussão em associação livre, que trate das temáticas do ato de lecionar na Educação Profissional e Tecnológica, especificamente no ensino da Matemática, com a finalidade de identificar, por meio de entrevistas individuais e das discussões em grupo, as ações constituídas e mobilizadas pelos professores e analisar as potencialidades e desafios percebidos na constituição de um grupo de discussão e na experiência formativa dos professores participantes do grupo, enfatizando se a ação comunicativa se apresenta nas narrativas enfocando evidências de características de Esfera Pública. No decorrer desse processo enfrentamentos são realizados e uma série de contradições se mostram presentes cotidiano desses educadores, pontos que vão muito além de estratégias e materiais didáticos a serem utilizados em sala de aula. Preocupações são apontadas já no momento de formação do grupo, e se estendem da formação geral dos educandos a problemas pessoais que são compartilhados no dia a dia. Vemos que em um espaço no qual o sistema busca exercer um rígido controle, o professor tem preocupações e ocupações que vão muito além do ato de lecionar.
The History of Professional Education in Brazil is marked by characteristics of domination and exploitation, aiming at the formation of labor that would meet the needs of the labor market, aimed at the manual worker, the least favored; while education of an intellectual nature would only be available to those who enjoy the system, the richest. Nowadays, even in a credible context, the professional of technical level has gained status in the neoliberal context of the labor market and with society, because of the rapid training and readiness for work, based on a training that is based on the development of professional skills. In courses related to the industrial area, a large part of these competences are developed with the study of Mathematics, which can be critical, preparing for the world of work, in a socioeconomic view, or merely instrumental and alienated. In the development of studies on the teaching of Mathematics applied to Technical Vocational Education at High Level (ETPNM), articulated or subsequent, we come across teachers who practice the teaching of Mathematics even though they do not have specific training for this, but mostly in engineering, translating their own feelings during this teaching practice. Aiming to form a discussion group in free association, that deals with the themes of the act of teaching in Professional and Technological Education, specifically in the teaching of Mathematics, with the purpose of identifying, through individual interviews and group discussions, the actions constituted and mobilized by the teachers and analyze the potentialities and challenges perceived in the constitution of a discussion group and in the formative experience of the teachers participating in the group, emphasizing if the communicative action appears in the narratives focusing on evidences of characteristics of Public Sphere. In the course of this process, confrontations are carried out and a series of contradictions are present in the daily lives of these educators, points that go far beyond strategies and teaching materials to be used in the classroom. Concerns are raised at the moment of forming the group, and extend from the general education of students to personal problems that are shared on a daily basis. We see that in a space in which the system seeks to exercise strict control, the teacher has concerns and occupations that go far beyond the act of teaching.
The History of Professional Education in Brazil is marked by characteristics of domination and exploitation, aiming at the formation of labor that would meet the needs of the labor market, aimed at the manual worker, the least favored; while education of an intellectual nature would only be available to those who enjoy the system, the richest. Nowadays, even in a credible context, the professional of technical level has gained status in the neoliberal context of the labor market and with society, because of the rapid training and readiness for work, based on a training that is based on the development of professional skills. In courses related to the industrial area, a large part of these competences are developed with the study of Mathematics, which can be critical, preparing for the world of work, in a socioeconomic view, or merely instrumental and alienated. In the development of studies on the teaching of Mathematics applied to Technical Vocational Education at High Level (ETPNM), articulated or subsequent, we come across teachers who practice the teaching of Mathematics even though they do not have specific training for this, but mostly in engineering, translating their own feelings during this teaching practice. Aiming to form a discussion group in free association, that deals with the themes of the act of teaching in Professional and Technological Education, specifically in the teaching of Mathematics, with the purpose of identifying, through individual interviews and group discussions, the actions constituted and mobilized by the teachers and analyze the potentialities and challenges perceived in the constitution of a discussion group and in the formative experience of the teachers participating in the group, emphasizing if the communicative action appears in the narratives focusing on evidences of characteristics of Public Sphere. In the course of this process, confrontations are carried out and a series of contradictions are present in the daily lives of these educators, points that go far beyond strategies and teaching materials to be used in the classroom. Concerns are raised at the moment of forming the group, and extend from the general education of students to personal problems that are shared on a daily basis. We see that in a space in which the system seeks to exercise strict control, the teacher has concerns and occupations that go far beyond the act of teaching.
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Palavras-chave
Educação profissional, Agir comunicativo, Educação Matemática, Currículo, Competências, Vocational education, Communicative action, Mathematical Education, Curriculum, Competences