A experiência de um professor e o processo de construção da disciplina “projetos mecânicos” na Etec de Ilha Solteira
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Data
2021-06-30
Autores
Silva, João Antonio da
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Universidade Estadual Paulista (Unesp)
Resumo
A investigação visa desenvolver um estudo sobre a experiência formativa no âmbito da elaboração e desenvolvimento da disciplina Projetos Mecânicos do curso Técnico em Mecânica, da ETEC de Ilha solteira, a partir de cartas pedagógicas, sob uma perspectiva freireana. Para tanto, delineou-se os seguintes objetivos específicos, temos: (i) caracterizar a referida disciplina, sob a perspectiva dialógico-problematizadora de Paulo Freire; (ii) elaborar cartas pedagógicas, de inspiração freireana, como forma de recuperar momentos históricos da formação do professor no contexto do planejamento e elaboração da disciplina de projetos mecânicos; e, por fim, (iii) analisar o conteúdo produzido pelo docente/pesquisador, qualificando a experiência formativa.Com isso, desenvolver na disciplina em questão, base para uma formação profissional e de conteúdo humanístico. A pesquisa se sustenta em três pontos: A história da educação profissional; experiências, vivências e dialogicidade e a formação pedagógica dos professores do ensino profissional. Para tanto, buscamos qualificar e analisar os aspectos formativos da disciplina, bem como lançar luz sobre a experiência formativa do docente responsável, valorizando aspectos como: a iniciativa de uma prática destoante e o processo de negociação com a cultura escolar; as particularidades da disciplina em diálogo com as aspirações docentes; os desdobramentos da prática a partir da experiência formativa; os saberes e experiências dos atores. Os referenciais teóricos e metodológicos foram construídos a partir de tecituras com Paulo Freire. Como aspecto metodológico, foram analisados materiais de planejamento e desenvolvimento da disciplina e a elaboração de “cartas à própria história”. Dentre os resultados da investigação, o trabalho evidencia a necessidade do diálogo dentre os diversos sujeitos da escola para que os projetos pedagógicos e planos que a instituição desenvolve sejam efetivos e representativos na comunidade escolar.
The investigation aims to develop a study on the formative experience in the scope of the elaboration and development of the Mechanical Projects discipline of the Technical Course in Mechanics, at ETEC Ilha solteira, from pedagogical letters, under a Freirean perspective. For that, the following specific objectives were outlined: (i) to characterize the referred discipline, under the dialogical-problematizing perspective of Paulo Freire; (ii) prepare pedagogical letters, inspired by Freire, as a way of recovering historical moments of teacher education in the context of planning and elaboration of the discipline of mechanical projects; and, finally, (iii) analyze the content produced by the teacher/researcher, qualifying the formative experience. With that, develop in the subject in question, the basis for a professional formation with humanistic content. The research is based on three points: The history of professional education; experiences, experiences and dialogicity and the pedagogical training of professional education teachers. Therefore, we seek to qualify and analyze the formative aspects of the discipline, as well as shed light on the training experience of the responsible teacher, valuing aspects such as: the initiative of a conflicting practice and the negotiation process with the school culture; the particularities of the discipline in dialogue with the teaching aspirations; the unfolding of practice from the formative experience; the actors' knowledge and experiences. The theoretical and methodological references were built from weavings with Paulo Freire. As a methodological aspect, materials for the planning and development of the discipline and the elaboration of “letters to its own history” were analyzed. Among the results of the investigation, the work highlights the need for dialogue among the different subjects of the school so that the pedagogical projects and plans that the institution develops are effective and representative in the school community.
The investigation aims to develop a study on the formative experience in the scope of the elaboration and development of the Mechanical Projects discipline of the Technical Course in Mechanics, at ETEC Ilha solteira, from pedagogical letters, under a Freirean perspective. For that, the following specific objectives were outlined: (i) to characterize the referred discipline, under the dialogical-problematizing perspective of Paulo Freire; (ii) prepare pedagogical letters, inspired by Freire, as a way of recovering historical moments of teacher education in the context of planning and elaboration of the discipline of mechanical projects; and, finally, (iii) analyze the content produced by the teacher/researcher, qualifying the formative experience. With that, develop in the subject in question, the basis for a professional formation with humanistic content. The research is based on three points: The history of professional education; experiences, experiences and dialogicity and the pedagogical training of professional education teachers. Therefore, we seek to qualify and analyze the formative aspects of the discipline, as well as shed light on the training experience of the responsible teacher, valuing aspects such as: the initiative of a conflicting practice and the negotiation process with the school culture; the particularities of the discipline in dialogue with the teaching aspirations; the unfolding of practice from the formative experience; the actors' knowledge and experiences. The theoretical and methodological references were built from weavings with Paulo Freire. As a methodological aspect, materials for the planning and development of the discipline and the elaboration of “letters to its own history” were analyzed. Among the results of the investigation, the work highlights the need for dialogue among the different subjects of the school so that the pedagogical projects and plans that the institution develops are effective and representative in the school community.
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Palavras-chave
Formação de professores, Paulo Freire, Educação profissional, Ensino técnico, Teacher training, Professional education, Technical education