Educação e criticidade: uma análise sobre a percepção teórica a partir dos projetos pedagógicos institucionais dos Institutos Federais de Educação do nordeste

• Ano de defesa: 2022
• Autor(a) principal: Araújo, Erika Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação Profissional; Institutos Federais de Educação; Marxista; Projetos Pedagógicos Institucionais; Professional education; Federal Institutes of Education; Institutional Pedagogical Projects
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/69253

Regarding what we have today as the dominant model of education, it is possible to affirm that there is a connection between it and the economic, social, historical and cultural reality of a given society. Therefore, what happens in our country is no different. According to some studies, in the last 40 years, mainly in the economic field, the country was strongly influenced by the transformations that took place on a global scale. These changes have impacted educational processes. In this way, based on a work of bibliographic review, through readings, reflections and textual production referenced in Saviani (1995), Gasparini (1991), Frigotto (1993) among others, and the Institutional Pedagogical Projects -PPIs of the Federal Institutes of Education, as well as Decrees, Laws and Guidelines on professional education, this study aimed to analyze the education offered at the Federal Institutes of Education, Science and Technology in the Northeast through teaching practice. To achieve this objective, the historical path of Vocational Education in the country was followed, developing an analysis based on Marxist thought, passing through the understanding of human formation grounded in the theory of Historical-Critical Pedagogy, thus seeking to bring to light issues that highlight education and the influences that manifest themselves in the construction of pedagogical plans that guide the performance of teachers and their teaching methodology. Finally, it is possible to say that there is a unified direction for the PPIs of the Federal Institutes of Education Network, but the construction of each one takes place in an individualized and democratic way in each State. It is worth noting that the current moment experienced by educational policy impacts the construction and implementation of PPIs that are the theoretical basis for teaching practice and formalization of teaching.