Instrutores de educação profissional do SENAI/MG-BH: relação da prática pedagógica desenvolvida com as diretrizes curriculares nacionais

• Ano de defesa: 2017
• Autor(a) principal: Andrea Maria dos Santos Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Professores de ensino tecnico Formação; Ensino profissional Currículos; Da Silva, Analise de Jesus, 1964-; SENAI; Educação; Escolas técnicas; Professores Formação; Ensino técnico Prática de ensino; Aprendizagem industrial; Aprendizagem industrial Currículos; Ensino tecnico; Ensino profissional; Prática pedagógica; Educação de Jovens e Adultos; Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio; Educação Profissional
• Link de acesso: https://hdl.handle.net/1843/BUOS-ARJGVF

This study presents the research carried out in schools of Professional Education of the National Service of Industrial Learning (SENAI), in the city of Belo Horizonte, Minas Gerais. The general objective is to investigate the pedagogical practice developed by the instructors of this modality of education in two schools in Belo Horizonte, in view of the guidelines of the National Curricular Guidelines for Technical Professional Education of Medium Level (DCNEPTNM), more specifically the guiding principles. It is a study that addresses the historical course of Professional Education in Brazil, teacher professionalization, continuing education, the adequacy or otherwise of the pedagogical practice developed by SENAI instructors, Human Capital Theory, Omnilateral Formation and the new Methodology of SENAI. The participants were fifteen vocational training instructors and the pedagogue responsible for both schools. The qualitative approach was adopted as methodology and for the data collection, we opted for the application of questionnaires, interviews and direct observations in the classroom. The results evidenced several shortcomings, such as the absence of continuing training courses in the pedagogical area for the instructors; Demands for the pedagogical accompaniment of the instructors and integrated professional training for the students, since the professional training of the students is based only on the attendance to the industries, there is no concern of an integral formation; There is a significant dissonance between discourse and practice as instructors demonstrate difficulties in dealing with diversity in the school environment and there is no compliance with the guiding principles of DCNEPTNM. As a technical product, a proposal is presented to the institution for the continuous training of instructors, in regard to pedagogical practice, in order to promote reflections on the gaps identified in the data analysis and correspond to the premises defended by the DCNEPTNM.