Formação humana e currículo integrado: contribuições da pedagogia histórico-crítica para o ensino da educação profissional e tecnológica
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Data
2022-02
Orientador
Martins, Silvana Neumann
Banca
Colares, Anselmo Alencar
Veiga, Ilma Passos Alencastro
Silva, Jacqueline Silva E
Colares, Maria Lilia Imbiriba Sousa
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Resumo
Este estudo propõe uma reflexão qualificada com o fim de subsidiar aperfeiçoamentos ao trabalho desenvolvido nos Institutos Federais. A pertinência da Educação Profissional, ancorada num projeto ético-político de formação humana integral de trabalhadores, torna-se cada vez mais necessária diante do quadro conjuntural do agravamento das desigualdades em vários setores da sociedade brasileira. A Lei no 13.415/2017 apresenta a Educação Profissional como um itinerário formativo. Evidencia na sua concepção sobreposição do desenvolvimento de competências em detrimento da formação integral. Nesse contexto, defendo a tese de que o currículo integrado, tendo como referencial a Pedagogia Histórico-Crítica (PHC), contribui para a formação do ser humano em suas múltiplas dimensões, pois considera a compreensão do processo histórico e a amplitude no mundo do trabalho, visando à transformação social. A pesquisa que deu origem à tese teve como objetivo geral investigar, à luz da Pedagogia Histórico-Crítica (PHC), as proposições oficiais do currículo integrado desenvolvidas nos cursos de Ensino Técnico Integrado ao Ensino Médio no IFPA - Campus Santarém. O referencial teórico-metodológico utilizado foi o materialismo histórico-dialético e, a teoria pedagógica seguida foi a PHC. As fontes de informações foram os documentos oficiais e legislações que tratam sobre o Ensino Médio Integrado, no período de 2010 a 2019. Os resultados encontrados no presente estudo evidenciam a coerência teórico-metodológica entre a PHC e a Educação Profissional e Tecnológica, pois ambas têm como centralidade o trabalho como princípio educativo e buscam superar a dicotomia trabalho intelectual e manual. Evidenciam também que os documentos oficiais dos Institutos Federais ora defendem a formação humana integral, ora a submetem a lógica das competências para a empregabilidade.
This study proposes a deep reflection to support some improvement in the work developed in the Federal Educational Institutes. The relevance of a professional education based on an ethical-political project of integral human education for workers is even more necessary in the current context of deepened inequalities throughout various sectors of the Brazilian society. The enactment of the Law no. 13.415/2017 presents Professional Education as an educational itinerary which proposes the overlapping of competence development at the expense of integral education. In light of this, I state that the integrated syllabus based on the Historical-Critical Pedagogy (HCP) promotes human beings’ education in its multiple dimensions, once it takes into consideration the historical process and its magnitude in the scope of work, aiming at social transformation. The general goal of this research is to investigate, through HCP, the official propositions of the integrated syllabus developed for the courses of Technical Education within the Secondary School at IFPA (Instituto Federal do Pará)- Santarém Campus. Its theoretical-methodological framework is the historical- dialectical materialism, and its pedagogical theory is the Historical-Critical Pedagogy. The information was obtained from official documents and legislation that focus on integrated secondary school between 2010 and 2019. The study outcomes point to the theoretical-methodological consistency between HCP and Professional-Technological Education once both focus on work as the main educational principle and attempt to overcome the dichotomy between intellectual and manual works; furthermore, they indicate that the official documents of the Federal Institutes alternate between supporting integral human education and developing competences for employability.
This study proposes a deep reflection to support some improvement in the work developed in the Federal Educational Institutes. The relevance of a professional education based on an ethical-political project of integral human education for workers is even more necessary in the current context of deepened inequalities throughout various sectors of the Brazilian society. The enactment of the Law no. 13.415/2017 presents Professional Education as an educational itinerary which proposes the overlapping of competence development at the expense of integral education. In light of this, I state that the integrated syllabus based on the Historical-Critical Pedagogy (HCP) promotes human beings’ education in its multiple dimensions, once it takes into consideration the historical process and its magnitude in the scope of work, aiming at social transformation. The general goal of this research is to investigate, through HCP, the official propositions of the integrated syllabus developed for the courses of Technical Education within the Secondary School at IFPA (Instituto Federal do Pará)- Santarém Campus. Its theoretical-methodological framework is the historical- dialectical materialism, and its pedagogical theory is the Historical-Critical Pedagogy. The information was obtained from official documents and legislation that focus on integrated secondary school between 2010 and 2019. The study outcomes point to the theoretical-methodological consistency between HCP and Professional-Technological Education once both focus on work as the main educational principle and attempt to overcome the dichotomy between intellectual and manual works; furthermore, they indicate that the official documents of the Federal Institutes alternate between supporting integral human education and developing competences for employability.
Descrição
Palavras-chave
Formação humana; Currículo Integrado; Pedagogia Histórico-Crítica; Ensino Médio Integrado; Instituto Federal; Federal Institutes; Secondary School; Human Education
Citação
SILVEIRA, Samai Serique Dos Santos. Formação humana e currículo integrado: contribuições da pedagogia histórico-crítica para o ensino da educação profissional e tecnológica. 2022. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 24 fev. 2022. Disponível em: http://hdl.handle.net/10737/3465.