A experiência histórica dos estudantes do Curso Técnico em Agropecuária integrado ao Ensino Médio nos contextos escolares do IFRS Campus – Sertão e do Instituto Educar - Polo Pontão na perspectiva do ensino

• Ano de defesa: 2018
• Autor(a) principal: Migon, Naiara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Profissional em Educação; UFFS
• Palavras-chave em Português: Educação; Ensino profissional e técnico; Ensino Médio; Políticas públicas
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/2416

This academic work has the objective of analyzing the educational process of the classes of Agricultural Technical Course Integrated to the High School of the IFRS – Campus Sertão and Instituto Educar – Polo Pontão, considering the historical experience, the teaching and the academic performance of the students. This objective aims to minimize everyday situations that influence disturbing data in the educational context such as avoidance, retention, disciplinary problems, the incompatibility of interests between students and the curriculum and the lack of sensitivity, through which we perceive the reading of the world and the trajectory of the students, among other conditions that should be considered in the school environment. Thus, this research is based on the foundations of the qualitative approach through participant research. Firstly, the exploratory phase begins, with reading of laws and normative documents of the schools and application of online questionnaire in order to obtain some general data of the students. Posteriorly, in the focal groups, deepens and is problematized, through the historical experiences of the students of the 3rd year of the Course, the world‟s conception, work, agriculture, perspective of future, importance of the Course and how the school works with such factors that impact the teaching and learning process. As a result, it can be emphasized that the research provides a look at the totality of the school contexts involved as regards Professional Education and Field Education. This understanding evidences different objectives, expectations, levels of critic consciousness and the behavior of the students from their own historic experiences, which influences the teaching and learning. The school has an important role in this teaching and learning process that justifies the construction of a proposal for possible actions, emphasizing the results pointed out as the necessity of the practices in the disciplines, the relation of theory-practice and the importance of commitment of students arriving at school. Thereby, the possibility of other production models opens up facing the necessity of valorizing the knowledge that students bring to school, among others contained in this work.