Formação de estudantes do Ensino Médio Integrado: as interfaces da qualificação e da(s) competência(s)

• Ano de defesa: 2013
• Autor(a) principal: Freitas, Patrícia Fernandes de
• Orientador(a): Sales, Francisco José Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Integrated Technical Teaching; Competence(s); Ensino técnico – Avaliação – Fortaleza (CE); Instituto Federal de Educação, Ciência e Tecnologia do Ceará – Fortaleza (CE); Ensino Técnico Integrado
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/7570

It comprises the interfaces of qualification and competence(s) in the training of last semester students of Telematics and Industrial Mechanics – vocational courses integrated with high school – at the Federal Institute of Education, Science and Technology of Ceará – IFCE, Fortaleza Campus, having as its historic scope the period of 1997, time of the Decree 2.208/1997, which made the integration of vocational and high school courses impossible, and 2004, marked by Decree 5.154 that retakes the integration as one of the possibilities for high school programs, concerning contemporary issues. The research pervades a dialogue on the following categories: (dis)qualification, competence(s) and integrated vocational teaching through the understanding of social relations between work and education in the process of mundialization of the capital. The study is guided by the dialectics, taking totality and contradiction as the method categories in order to understand the object categories. This analysis has a qualiquantitative nature, excelling for a social-historic discussion with the participants of the process – students, teachers and administrators of the institution defined by a sample plan. As field research techniques, semistructured interviews have been made with the purpose of having a greater proximity to the data obtained through document analysis (documents on policies and legislation related to the national vocational education and at the IFCE), direct observation in the light of the theorists who refer this investigation. For these appraisals, dialogues with marxist authors in the field of work and education have been resorted.The data collected and analyzed leave as reflexion the idea that many contradictions permeate the training of those students, as well as the possibilities and possible strategies for the proposition of ideas, at least at local level, which allow a training capable of promoting a vocational qualification that can surpass an educational proposal that serves the logic of the labor market, based on competences. With the present study, it is expected to have a greater openness to discuss the training offered to the students, leading to advancements in its educational guidelines and execution. It is also glimpsed that this research can contribute to reflections on the theme of training regarding integrated vocational teaching within its entirety and contradictions, as well as colaborate with new academic studies to motivate a larger articulation for the construction of a more equanimous education.