O currículo como instrumento da formação profissional do técnico em agropecuária: o caso da Central de Ensino e Desenvolvimento Agrário de Florestal – MG

• Ano de defesa: 2009
• Autor(a) principal: Barros, Flávia Moreira Barroca de
• Orientador(a): Fiúza, Ana Louise de Carvalho
• Banca de defesa: Pinto, Neide Maria de Almeida , Mello, Rita Márcia Andrade Vaz de , Doula, Sheila Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Extensão Rural
• Departamento: Instituições sociais e desenvolvimento; Cultura, processos sociais e conhecimento
• País: BR
• Palavras-chave em Português: Currículo; Educação profissional; Ensino agrícola
• Palavras-chave em Inglês: Curriculum; Professional education; Agricultural education
• Área do conhecimento CNPq: CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL
• Link de acesso: http://locus.ufv.br/handle/123456789/4114

This work analyses the factors that influence the composition of the curriculum worked on the technical course of Agricultural, of the Central de Ensino e Desenvolvimento Agrário de Florestal-CEDAF, throughout its existence. We aimed to understand the way changes on the Agricultural Technical Course curriculum occur, identifying the changes in the subjects worked in the training course, the influence sources of the changes undertaken on the curriculum of CEDAF Agricultural technical course, the actors involved, the resulting demands of the society, and more, the curriculum changes that are incorporated on the teaching practice of the teachers. Thus, a survey of primary and secondary data was made. For the primary data survey, documents of the school file were used and interviews with the course teachers were made, identifying their conception of the context related to the process of modification on the curriculum. In the process of looking for the secondary data, a research was made on the specialized bibliography, in addiction to the legal documents in the professional education area. So we can say that the theoretical framework adopted in this study of the curriculum designed first as a setting and not as something given and second as a force field within which the imbalances between the actors involved in its setting is established through unquestionably reality , justifies itself . In other words, it is not possible, Neither for the State to impose laws that can not be operationalized, Nor to school to ignore the changes brought on by society and the state, nor the society, not conforming itself to these new directions. Therefore, we affirm the idea of curriculum as something dynamic, pulsating and not as a picture or document to be evident.