O território e suas articulações com o processo de (re)construção do projeto político-pedagógico do Instituto Federal Farroupilha

• Ano de defesa: 2022
• Autor(a) principal: Botton, Elis Angela
• Orientador(a): Meurer, Ane Carine
• Banca de defesa: Costa, Benhur Pinós da, Cancelier, Janete Webler, Batista, Natália Lampert, Marcelino, Valéria de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Ciências Naturais e Exatas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Geografia
• País: Brasil
• Palavras-chave em Português: Território; Projeto político-pedagógico; Participação; Instituto Federal
• Palavras-chave em Inglês: Territory; Political-pedagogical project; Participation; Federal Institute
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/28762

The territory can be considered the fundamental concept of contemporary geographic science for the social analysis, its theoretical-methodological epistemology is the basis for the implementation project of the Federal Institutes in Brazil. Aiming at a new institutionality for the Federal Education Network, the institutional pedagogical projects must reflect these principles. With the objective of understanding the process of (re)construction of the Political-Pedagogical Project (PPP) of the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha (Federal Institute of Education, Science and Technology Farroupilha - IFFar) and its articulations to the institution's territory of action, the dialetic method was used to conduct the analysis. This is a qualitative research, exploratory and bibliographic in nature, based on consultations with different documents, analytically verified by the instruments provided by the dialectical method, and also by the discourse analysis. The research demonstrated that there is a superficial use of the concept of territory and, as a result, there are the incipient practices of articulations of the territory with the pedagogical project of the IFFar, which confuses the work of building the institutional identity of the IFs (Federal Institutes) and, in addition, the philosophical, ontological and political choices of the concept of territory differ from the essence of these institutions. Despite this, there are movements in some Campuses that have expanded the work of dialogue in the planning process, effectively involving different territorial agents existing in the different teaching units of the IFFar. Thus, even if the territorial subjects are not clear about the meaning of the concept of territory, it will be possible to identify it in the appropriation and use of the manifestations of its existence.