O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres
Na minha lista:
| Autor principal: | |
|---|---|
| Publication Date: | 2024 |
| Formato: | Master thesis |
| Idioma: | por |
| Fonte: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/573 |
Resumo: | This study is justified by its relevance in the Brazilian educational context, carefully addressing the access and persistence of black, brown, and indigenous students (BBI) in high school integrated with the technical course in agriculture. The study, carried out at the Instituto Federal Goiano - Campus Ceres, sheds light on crucial issues of inclusion and diversity, providing significant understandings about educational policies, the experiences of students who accessed professional and technological education through BBI quotas and the challenges faced. The dissertation begins with a comprehensive historical contextualization of professional and technological education in Brazil. This retrospective is fundamental to understanding current educational policies and how they have been shaped over the years, influenced by various political, social, and economic factors. The literature review highlights the transformative role of education in society and the importance of affirmative policies in promoting equality and inclusion of historically marginalized groups. The central objective of the research is to investigate the factors that affect the access and retention of black, brown, and indigenous students in the technical course in agriculture at the Instituto Federal Goiano - Campus Ceres. To achieve this objective, a qualitative methodology was adopted that involves semi-structured interviews with students, teachers, and educational assistants as well as the analysis of institutional documents and records. This approach allows a deeper and more humanized understanding of students' experiences, going beyond mere statistical data. The research results are revealing and contribute significantly to the debate on inclusive education in Brazil, being analyzed using a broad data approach. The dissertation demonstrates that, despite advances in educational policies, there are still considerable challenges to the effective inclusion of black, brown, and indigenous students. Issues such as prejudice, lack of representation and financial difficulties continue to be significant obstacles for these students. However, positive aspects of inclusion policies are also highlighted, such as the increase in the number of students from these groups in technical courses and the appreciation of their cultural identities within the school environment. The dissertation emphasizes the importance of more inclusive and equitable educational policies in Brazil, proposing ways to overcome the identified challenges. The study highlights the need for measures that combat prejudice, promote representation, and offer adequate financial support to black, brown and indigenous students. Furthermore, it highlights the importance of maintaining a school environment that celebrates cultural diversity and respects the identities of these students. It is hoped that this study will be an important read for educators, public policy makers and all those interested in truly inclusive and transformative education. Moreover, with the participation of students in the research, a documentary was produced that presents the challenges and experiences of quota students on the course and in academic life within IF Goiano – Campus Ceres. |
| _version_ | 1872168169708191744 |
|---|---|
| author | Silva, Jeferson Eduardo |
| author_browse | Silva, Jeferson Eduardo |
| author_facet | Silva, Jeferson Eduardo |
| author_role | author |
| bitstream.checksum.fl_str_mv | 2f598f8eead017a029454ab3bf0b6ac2 3714959b596f938ec2c3119605876c7c 34d77761c6a0591fa35e9d2499b0e533 3143402b753f89645339b97fa8ac8618 a7c148eec59885ba1ba6d14692be8465 9e84cfd013befaee04388021f9007299 76a35a8a5adc56c8163e10560e2f1744 |
| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
| bitstream.url.fl_str_mv | https://deposita.ibict.br/bitstreams/cf2b56fb-d8f7-40d9-b936-ef6ccf8c427f/download https://deposita.ibict.br/bitstreams/a107cb0d-9505-47a2-ac3a-c99c88aa96d3/download https://deposita.ibict.br/bitstreams/4a67cebe-fd84-46ac-827f-d9603c2d209d/download https://deposita.ibict.br/bitstreams/c16ff2fe-86ad-49ec-bb1e-45a69ecdb782/download https://deposita.ibict.br/bitstreams/81b5c0c2-2925-4133-bf72-f75c1f5f84fa/download https://deposita.ibict.br/bitstreams/135586ef-c3b0-42a6-b774-9cc196e0fc6e/download https://deposita.ibict.br/bitstreams/6e4cbb98-5400-4c13-a08b-4e84103887af/download |
| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Bernardo, Mirelle Amaral de São |
| dc.contributor.advisor1.fl_str_mv | Bernardo, Mirelle Amaral de São |
| dc.contributor.author.fl_str_mv | Silva, Jeferson Eduardo |
| dc.contributor.authorID.fl_str_mv | https://orcid.org/0009-0006-9718-314X |
| dc.contributor.authorLattes.fl_str_mv | https://wwws.cnpq.br/cvlattesweb/PKG_MENU.menu?f_cod=FD41921B79B3891975B60BC60E16C734# |
| dc.date.accessioned.fl_str_mv | 2024-03-27T17:48:02Z |
| dc.date.issued.fl_str_mv | 2024 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/573 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Instituto Federal Goiano |
| dc.publisher.none.fl_str_mv | Instituto Federal Goiano |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Educação Profissional e Tecnológica Mestrado Profissional em Rede – PROFEPT |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Educação Planejamento e Avaliação Educacional Política Educacional |
| dc.subject.por.fl_str_mv | Inclusão educacional Políticas afirmativas Estudantes PPI Ensino Médio Integrado, Transformação social |
| dc.title.por.fl_str_mv | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This study is justified by its relevance in the Brazilian educational context, carefully addressing the access and persistence of black, brown, and indigenous students (BBI) in high school integrated with the technical course in agriculture. The study, carried out at the Instituto Federal Goiano - Campus Ceres, sheds light on crucial issues of inclusion and diversity, providing significant understandings about educational policies, the experiences of students who accessed professional and technological education through BBI quotas and the challenges faced. The dissertation begins with a comprehensive historical contextualization of professional and technological education in Brazil. This retrospective is fundamental to understanding current educational policies and how they have been shaped over the years, influenced by various political, social, and economic factors. The literature review highlights the transformative role of education in society and the importance of affirmative policies in promoting equality and inclusion of historically marginalized groups. The central objective of the research is to investigate the factors that affect the access and retention of black, brown, and indigenous students in the technical course in agriculture at the Instituto Federal Goiano - Campus Ceres. To achieve this objective, a qualitative methodology was adopted that involves semi-structured interviews with students, teachers, and educational assistants as well as the analysis of institutional documents and records. This approach allows a deeper and more humanized understanding of students' experiences, going beyond mere statistical data. The research results are revealing and contribute significantly to the debate on inclusive education in Brazil, being analyzed using a broad data approach. The dissertation demonstrates that, despite advances in educational policies, there are still considerable challenges to the effective inclusion of black, brown, and indigenous students. Issues such as prejudice, lack of representation and financial difficulties continue to be significant obstacles for these students. However, positive aspects of inclusion policies are also highlighted, such as the increase in the number of students from these groups in technical courses and the appreciation of their cultural identities within the school environment. The dissertation emphasizes the importance of more inclusive and equitable educational policies in Brazil, proposing ways to overcome the identified challenges. The study highlights the need for measures that combat prejudice, promote representation, and offer adequate financial support to black, brown and indigenous students. Furthermore, it highlights the importance of maintaining a school environment that celebrates cultural diversity and respects the identities of these students. It is hoped that this study will be an important read for educators, public policy makers and all those interested in truly inclusive and transformative education. Moreover, with the participation of students in the research, a documentary was produced that presents the challenges and experiences of quota students on the course and in academic life within IF Goiano – Campus Ceres. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_ee132c69ca9817cccf47e40d286db2c4 |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/573 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher.none.fl_str_mv | Instituto Federal Goiano |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Bernardo, Mirelle Amaral de Sãohttps://orcid.org/0009-0006-9718-314Xhttps://wwws.cnpq.br/cvlattesweb/PKG_MENU.menu?f_cod=FD41921B79B3891975B60BC60E16C734#Silva, Jeferson Eduardo2024-03-27T17:48:02Z2024https://deposita.ibict.br/handle/deposita/573This study is justified by its relevance in the Brazilian educational context, carefully addressing the access and persistence of black, brown, and indigenous students (BBI) in high school integrated with the technical course in agriculture. The study, carried out at the Instituto Federal Goiano - Campus Ceres, sheds light on crucial issues of inclusion and diversity, providing significant understandings about educational policies, the experiences of students who accessed professional and technological education through BBI quotas and the challenges faced. The dissertation begins with a comprehensive historical contextualization of professional and technological education in Brazil. This retrospective is fundamental to understanding current educational policies and how they have been shaped over the years, influenced by various political, social, and economic factors. The literature review highlights the transformative role of education in society and the importance of affirmative policies in promoting equality and inclusion of historically marginalized groups. The central objective of the research is to investigate the factors that affect the access and retention of black, brown, and indigenous students in the technical course in agriculture at the Instituto Federal Goiano - Campus Ceres. To achieve this objective, a qualitative methodology was adopted that involves semi-structured interviews with students, teachers, and educational assistants as well as the analysis of institutional documents and records. This approach allows a deeper and more humanized understanding of students' experiences, going beyond mere statistical data. The research results are revealing and contribute significantly to the debate on inclusive education in Brazil, being analyzed using a broad data approach. The dissertation demonstrates that, despite advances in educational policies, there are still considerable challenges to the effective inclusion of black, brown, and indigenous students. Issues such as prejudice, lack of representation and financial difficulties continue to be significant obstacles for these students. However, positive aspects of inclusion policies are also highlighted, such as the increase in the number of students from these groups in technical courses and the appreciation of their cultural identities within the school environment. The dissertation emphasizes the importance of more inclusive and equitable educational policies in Brazil, proposing ways to overcome the identified challenges. The study highlights the need for measures that combat prejudice, promote representation, and offer adequate financial support to black, brown and indigenous students. Furthermore, it highlights the importance of maintaining a school environment that celebrates cultural diversity and respects the identities of these students. It is hoped that this study will be an important read for educators, public policy makers and all those interested in truly inclusive and transformative education. Moreover, with the participation of students in the research, a documentary was produced that presents the challenges and experiences of quota students on the course and in academic life within IF Goiano – Campus Ceres.Este estudo justifica-se pela relevância no contexto educacional brasileiro, abordando de maneira criteriosa o acesso e a persistência de estudantes pretos, pardos e indígenas (PPI) no ensino médio integrado ao curso técnico em agropecuária. O estudo foi realizado no Instituto Federal Goiano - Campus Ceres, lança luz sobre questões cruciais de inclusão e diversidade, fornecendo entendimentos significativos sobre as políticas educacionais, as experiências dos estudantes que acessaram a educação profissional e tecnológica por cotas PPI e os desafios enfrentados. A dissertação começa com uma contextualização histórica abrangente da educação profissional e tecnológica no Brasil. Essa retrospectiva é fundamental para compreender as políticas educacionais atuais e como elas foram moldadas ao longo dos anos, influenciadas por diversos fatores políticos, sociais e econômicos. A revisão bibliográfica destaca o papel transformador da educação na sociedade e a importância das políticas afirmativas na promoção da igualdade e inclusão de grupos historicamente marginalizados. O objetivo central da pesquisa é investigar os fatores que afetam o acesso e a permanência de estudantes pretos, pardos e indígenas no curso técnico em agropecuária do Instituto Federal Goiano - Campus Ceres. Para alcançar esse objetivo, foi adotada uma metodologia qualitativa que envolve entrevistas semiestruturadas com discentes, docentes e assistente educacional, bem como a análise de documentos e registros institucionais. Essa abordagem permite uma compreensão mais profunda e humanizada das experiências dos estudantes, indo além de meros dados estatísticos. Os resultados da pesquisa são reveladores e contribuem significativamente para o debate sobre educação inclusiva no Brasil, sendo analisados por meio de uma abordagem ampla dos dados. A dissertação demonstra que, apesar dos avanços nas políticas educacionais, ainda existem desafios consideráveis para a inclusão efetiva de estudantes pretos, pardos e indígenas. Questões como preconceito, falta de representatividade e dificuldades financeiras continuam a ser obstáculos significativos para esses discentes. No entanto, também são destacados aspectos positivos das políticas de inclusão, como o aumento no número de estudantes desses grupos em cursos técnicos e a valorização de suas identidades culturais dentro do ambiente escolar. A dissertação enfatiza a importância de políticas educacionais mais inclusivas e equitativas no Brasil, propondo caminhos para superar os desafios identificados. O estudo destaca a necessidade de medidas que combatam o preconceito, promovam a representatividade e ofereçam suporte financeiro adequado aos estudantes pretos, pardos e indígenas. Além disso, ressalta a importância de se manter um ambiente escolar que celebre a diversidade cultural e respeite as identidades destes discentes. Espera-se que este estudo seja uma leitura importante para educadores, formuladores de políticas públicas e todos aqueles interessados em uma educação verdadeiramente inclusiva e transformadora. Ademais, foi produzido, com a participação dos alunos participantes da pesquisa, um documentário que apresenta os desafios e as experiências dos estudantes cotistas no curso e na vida acadêmica dentro do IF Goiano – Campus Ceres.FapegCentro-oeste-1application/pdfapplication/pdfporInstituto Federal GoianoPrograma de Pós-Graduação em Educação Profissional e Tecnológica Mestrado Profissional em Rede – PROFEPTBrasilInstituto Federal GoianoInclusão educacionalPolíticas afirmativasEstudantes PPIEnsino Médio Integrado,Transformação socialEducaçãoPlanejamento e Avaliação EducacionalPolítica EducacionalO acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDissertação_Jeferson_Finalizada.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:18:34Z (GMT).Extracted texttext/plain103178https://deposita.ibict.br/bitstreams/cf2b56fb-d8f7-40d9-b936-ef6ccf8c427f/download2f598f8eead017a029454ab3bf0b6ac2MD54falseAnonymousREADAta aprovação de defesa.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:18:34Z (GMT).Extracted texttext/plain2016https://deposita.ibict.br/bitstreams/a107cb0d-9505-47a2-ac3a-c99c88aa96d3/download3714959b596f938ec2c3119605876c7cMD56falseAnonymousREADTHUMBNAILDissertação_Jeferson_Finalizada.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:18:34Z (GMT).Generated Thumbnailimage/jpeg2991https://deposita.ibict.br/bitstreams/4a67cebe-fd84-46ac-827f-d9603c2d209d/download34d77761c6a0591fa35e9d2499b0e533MD55falseAnonymousREADAta aprovação de defesa.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:18:34Z (GMT).Generated Thumbnailimage/jpeg4255https://deposita.ibict.br/bitstreams/c16ff2fe-86ad-49ec-bb1e-45a69ecdb782/download3143402b753f89645339b97fa8ac8618MD57falseAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; charset=utf-81867https://deposita.ibict.br/bitstreams/81b5c0c2-2925-4133-bf72-f75c1f5f84fa/downloada7c148eec59885ba1ba6d14692be8465MD51falseAnonymousREADORIGINALDissertação_Jeferson_Finalizada.pdf/dspace/deposita/upload/Dissertação_Jeferson_Finalizada.pdfDissertação.application/pdf2668578https://deposita.ibict.br/bitstreams/135586ef-c3b0-42a6-b774-9cc196e0fc6e/download9e84cfd013befaee04388021f9007299MD52trueAnonymousREADAta aprovação de defesa.pdf/dspace/deposita/upload/Ata aprovação de defesa.pdfapplication/pdf619515https://deposita.ibict.br/bitstreams/6e4cbb98-5400-4c13-a08b-4e84103887af/download76a35a8a5adc56c8163e10560e2f1744MD53falseAnonymousREADdeposita/5732026-03-20T17:41:10.159941Zopen.accessoai:deposita.ibict.br:deposita/573https://deposita.ibict.brRepositório ComumPUBhttp://deposita.ibict.br/oai/requestdeposita@ibict.bropendoar:46582026-03-20T17:41:10Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)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 |
| spellingShingle | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres Silva, Jeferson Eduardo Inclusão educacional Políticas afirmativas Estudantes PPI Ensino Médio Integrado, Transformação social Educação Planejamento e Avaliação Educacional Política Educacional |
| status_str | publishedVersion |
| title | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| title_full | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| title_fullStr | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| title_full_unstemmed | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| title_short | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| title_sort | O acesso e permanência de pessoas pretas, pardas e indígenas no ensino médio integrado do curso técnico em Agropecuária do Instituto Federal Goiano – Campus Ceres |
| topic | Inclusão educacional Políticas afirmativas Estudantes PPI Ensino Médio Integrado, Transformação social Educação Planejamento e Avaliação Educacional Política Educacional |
| url | https://deposita.ibict.br/handle/deposita/573 |