Trabalho, educação e reconhecimento: uma investigação crítica dos pressupostos filosóficos e políticos do ensino técnico integrado

• Ano de defesa: 2013
• Autor(a) principal: Brasileiro Filho, Samuel
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Techinal education; Work, education and recognition; Abordagem interdisciplinar do conhecimento na educação – Fortaleza(CE); Ensino técnico - Fortaleza(CE); Ensino profissional - Fortaleza(CE); nstituto Federal de Educação, Ciência e tecnologia do Ceará
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/6041

This thesis intents to make a critical investigation about the philosophical and political principles that direct the conception of integrated education and how teachers appropriated these orientations in his pedagogical practice, with the purpose to explore a critical alternative to this educational conception that emerges from the marxist tradition and to contribute to the enlargement of the research spectrum of this thematic, as well as to present some indications to qualitative improvement on the implementation of a real integrated educational practices. From the methodological approach, this research is a qualitative investigation that use a multiple referential approach trough the articulation of an exploratory historical and critical research about the associated field to the problematic of integrated education, complemented with a theorical study about Axel Honnth’s critical theory foundations, exploring his potential contributions to increase reflexive approach of the integrated education. Additionally, to these theorical studies, we make a field research as strategy to bring closer with the reality of integrated education, trough the development of a narrative analysis contrasting its official narrative with the narratives produced by the teachers of Federal Institute of Ceará – IFCE. The results of this research reveals the great importance of the critical theorical approach proposed by Honneth to develop an effective educational integrated practice, as not an utopist proposition, improving the enlargement of the categorical matrix of the integrated education by the structural connection between work and recognition and by introduction of the ethical-moral principle of recognition on the bases of the integrated education as a necessary condition the realization of a integrated educational practice.