O ensino médio integrado à educação profissional em Mato Grosso

• Ano de defesa: 2015
• Autor(a) principal: Souza, Solange Flôres de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Educação profissionalizante; Ensino médio; Ensino médio integrado; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education Professional; Secondary School; Integrated high school
• Link de acesso: http://ri.ufmt.br/handle/1/648

This study entitled “Integrated School for Professional Education in Mato Grosso” is the result of the master's research in education in PPGEDU/UFMT/Rondonópolis–MT, in the line of research Teacher Training and Educational Public Policy, whose object of study is the Integrated school for Professional Education (EMIEP) of the State high school education Major Octavio Pitaluga, in the municipality of Rondonópolis, Mato Grosso. The Integrated School for Professional Education was established as a national public education policy created under President Luis Inácio Lula da Silva (2003-2006), through Presidential Decree nº 5.154/2004, which replaced and repealed Presidential Decree into force of nº 2.208/97. In the state of Mato Grosso, the high school to vocational education was implemented in 2007 in five pilot schools of the state. Currently the state has about 89 schools in 52 municipalities to offer the EMIEP. The foundation that guides the EMIEP are grounded in the concept of integrated education, breaking the merely technical vision. Thus, to support the theoretical contributions, it was carried out the analysis of the proposed Integrated School for Professional Education contained in the MEC Base Document (2007). Thus, the objective of this research is to examine the conception that subjects participating in the school have investigated about EMIEP. To this end, the following specific objectives was dismembered: understand the purposes of the Integrated School for Professional Education (EMIEP) in view of the subjects involved in this research; check the limits and difficulties in implementing the EMIEP in school investigated. The research had the purpose to answer the following question: What is the conception that subjects participating in the investigated school has about EMIEP? The nature of research is qualitative and the methodological approach that guides the research is the Communicative Critical whose theoretical basis is rooted in the Communication Action Theory Criticism of Habermas (1987). Regarding research techniques, resorted to report Communicative Critical conducted with three teachers who work in EMIEP, with the director and the pedagogical coordinator and the talk Communicative Critical Group, conducted with fifteen students of the third year Technical Sales and fifteen students technical Logistics. The research shows the following results: participating teachers not appropriated effectively the conception of EMIEP. Another highlight is appointed turnover of technicians and teachers, lack of planning together with other areas of knowledge, a fact that contributed preventing its execution. Regarding the participating students, the choice of school was due to the status that even believe that the school provides, and about the course was by the lack of vacancies in regular high school. In this sense, research is constituted as an interesting way for discussions related to the design, understanding and practice of training of teachers who work in EMIEP.