| dc.contributor | Souza, Francisco das Chagas Silva | |
| dc.contributor | http://lattes.cnpq.br/7340894360051987 | |
| dc.contributor | Souza, Francisco das Chagas Silva | |
| dc.contributor | http://lattes.cnpq.br/7340894360051987 | |
| dc.contributor | Medeiros Neta, Ol?via Morais de | |
| dc.contributor | http://lattes.cnpq.br/7542482401254815 | |
| dc.contributor | Silva, Nina Maria da Guia de Sousa | |
| dc.contributor | http://lattes.cnpq.br/0653806541583417 | |
| dc.contributor | Baracho, Maria das Gra?as | |
| dc.contributor | http://lattes.cnpq.br/9334651277353442 | |
| dc.contributor | Nascimento, Jos? Mateus do | |
| dc.contributor | http://lattes.cnpq.br/9176401714554967 | |
| dc.creator | Queiroz, Karla da Silva | |
| dc.date | 2017-12-06T17:09:56Z | |
| dc.date | 2017-12-06T17:09:56Z | |
| dc.date | 2017-03-31 | |
| dc.date.accessioned | 2023-09-27T14:20:01Z | |
| dc.date.available | 2023-09-27T14:20:01Z | |
| dc.identifier | QUEIROZ, Karla da Silva. A Unidade de Ensino Descentralizada da ETFRN em Mossor? ? RN : contextualiza??o hist?rica e pr?ticas de forma??o. 2017. 150 f. Disserta??o (Mestrado em Educa??o Profissional) ? Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte, Natal, 2017. | |
| dc.identifier | http://memoria.ifrn.edu.br/handle/1044/1404 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8920950 | |
| dc.description | During the first term of President Jos? Sarney (1985-1990) and the first expansion of the
Vocational Professional Education in Brazil, the first Decentralized Teaching Unit (Unidade de
Ensino Descentralizada ? UNED) of the Federal Technical School of Rio Grande do Norte
(ETFRN) was created in the city of Mossor?. It was inaugurated on the 29th of December in
1994. It aimed at amplifying the possibilities of Professional Education offers in the region and
areas nearby, as well as promoting the ?Citizen Technician? formation as it was established in
the Pedagogical Political Project (PPP) of ETFRN that started in 1995. This dissertation
analyzes the formative practices developed with the pedagogical team, the faculty and the
students at UNED/ETFRN in Mossor? in order to implement the propositions of the PPP. I
established the time interval between 1995 and 1998 ? respectively the years of the beginning
and graduation of the first class of Electro-Mechanics. Aligned with the research line of
Teachers? Formation and Pedagogical Practices at the Master?s Degree program in Vocational
Professional Education, this investigation presents a qualitative approach and it is inserted in
the field of School Institutions according to the studies of Magalh?es (2004), Sanfelice (2007)
and Nosella and Buffa (2005, 2008). Data collection followed a documental research and
interviews through the Oral History method. For the documental research, I used the PPP,
ordinances, reports, action plans, ETFRN?s agendas, newspapers clippings from Mossor? press,
brochures from UNED/ETFRN, pamphlets designed by students and photographical records.
The interviews were recorded, transcribed and analyzed. The interviews had an open structure.
I interviewed members of the pedagogical team, managers, teachers and former students from
UNED/ETFRN. It totaled 26 subjects. The field research and the data analysis was based on
document studies by Le Goff (1990) and the memory study by Le Goff (1990), Halbwachs
(2003), Pollak (1992) and Benjamin (1994). The results led to the conclusions that
the UNED/ETFRN in Mossor? faced many challenges because it created high expectations in
the population of Mossor? and cities nearby about the possibilities of jobs in the world of work.
In addition, the institutional principles primed for a student formation not focused on the purely
technical conception of Vocational Professional Education but also on a formation aligned with
the perspective of citizenship. However, the great challenge faced was internal: to provide the
pedagogical team, the faculty and the students an integral human and polytechnic formation
that would break from the opposition between theory and practice, technical and propaedeutic
subjects. Therefore, the administration implemented a training for the pedagogical team so that
they would be ready to promote the continuous teachers? formation through weekly pedagogical
meetings ? teachers would be ready for their teaching practice based on the principles of the
PPP. Although not every interviewed teacher mentioned the existence of such a formation
process, the analysis of the sources showed that the teachers? formation was a reality at the
UNED/ETFRN. In its own way, it made possible for the faculty and the institution staff to
promote, in the school daily life, the development of a culture towards the formation of
the ?Citizen Technician?. The students were taught to build up their critical thought and acted
their own citizenship.
History of Scholar Institutions. ETFRN.
Political Pedagogical Project. Formative Practices. | |
| dc.description | Foi no contexto da primeira expans?o da Educa??o Profissional no Brasil, durante o governo
do presidente Jos? Sarney (1985-1990), que teve origem a Unidade de Ensino Descentralizada
(UNED) da Escola T?cnica Federal do Rio Grande do Norte (ETFRN), em Mossor?.
Inaugurada em 29 de dezembro de 1994, a UNED/ETFRN objetivava ampliar as possibilidades
de oferta de ensino profissional na regi?o em que estava instalada e promover uma forma??o
do ?T?cnico Cidad?o?, conforme estabelecido no Projeto Pol?tico-Pedag?gico (PPP) da
ETFRN, posto em pr?tica a partir de 1995. Nesta disserta??o, analiso as pr?ticas formativas
desenvolvidas com a equipe t?cnico-pedag?gica, os professores e os discentes na
UNED/ETFRN em Mossor?, com o fim de concretizar as propostas do PPP dessa institui??o.
Como recorte temporal, estabeleci o per?odo de 1995 a 1998, respectivamente, os anos em que
se iniciaram e foram conclu?das as atividades letivas da primeira turma do Curso T?cnico de
N?vel M?dio em Eletromec?nica. Filiada ? linha de pesquisa de Forma??o Docente e Pr?ticas
Pedag?gicas do Programa de P?s-Gradua??o em Educa??o Profissional, esta investiga??o
apresenta uma abordagem qualitativa e est? inserida no campo da Hist?ria das Institui??es
Escolares, ancorada nos estudos de Magalh?es (2004), Sanfelice (2007) e Nosella e Buffa
(2005, 2008). A recolha de dados se deu a partir de pesquisa documental e de entrevistas, com
o m?todo da Hist?ria Oral. Para a pesquisa documental, utilizei o Projeto Pol?tico-Pedag?gico,
portarias, relat?rios, planos de a??o, agendas da ETFRN, recortes de jornais da m?dia impressa
de Mossor?, informativos da UNED/ETFRN, informativos produzidos pelos estudantes e
registros fotogr?ficos. As entrevistas foram abertas, gravadas em ?udio, transcritas e submetidas
? an?lise. Foram entrevistados membros da equipe t?cnico-pedag?gica, gestores, professores e
estudantes egressos da UNED/ETFRN, totalizando 26 sujeitos. Na pesquisa de campo e na
an?lise dos dados, foram considerados os estudos acerca de documentos, a partir de Le Goff
(1990) e de mem?ria, baseados em Le Goff (1990), Halbwachs (2003), Pollak (1992) e
Benjamin (1994). Os resultados da pesquisa me levaram a concluir que foram muitos os
desafios enfrentados pela UNED/ETFRN de Mossor?, pois, al?m do fato de a institui??o haver
gerado grandes expectativas na popula??o mossoroense e de cidades circunvizinhas quanto ?
possibilidade de inser??o no mercado de trabalho, os preceitos institucionais primavam por uma
forma??o centrada n?o em uma concep??o tecnicista de educa??o profissional, mas em uma
forma??o alicer?ada na perspectiva de cidadania. Todavia, o grande desafio enfrentado era
interno: fornecer ? equipe t?cnica-pedag?gica, aos professores e aos estudantes uma forma??o
integral, polit?cnica, que rompesse com a oposi??o entre teoria e pr?tica, disciplinas t?cnicas e
de forma??o geral. Para isso, a gest?o implementou uma capacita??o da equipe t?cnicopedag?gica
para que esta estivesse apta a promover uma forma??o continuada dos professores,
por meio reuni?es semanais e encontros pedag?gicos, preparando-os para o exerc?cio da
doc?ncia mediante os princ?pios do PPP. Mesmo que nem todos os docentes entrevistados
tenham destacado a exist?ncia desse processo formativo, a an?lise das fontes consultadas
mostrou que a forma??o de professores foi uma realidade no ?mbito da UNED/ETFRN, de
maneira que possibilitou ao corpo docente proporcionar no cotidiano escolar, juntamente com
os demais profissionais da institui??o, o desenvolvimento de uma cultura voltada para a
forma??o do t?cnico cidad?o, para que os estudantes fossem instru?dos a constituir um
pensamento mais cr?tico e buscassem exercer sua cidadania. | |
| dc.language | por | |
| dc.publisher | Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte | |
| dc.publisher | Brasil | |
| dc.publisher | Natal - Central | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | IFRN | |
| dc.rights | Acesso Aberto | |
| dc.subject | Hist?ria das institui??es escolares | |
| dc.subject | Educa??o profissional | |
| dc.subject | ETFRN | |
| dc.subject | Projeto Pol?tico-Pedag?gico | |
| dc.subject | History of scholar institutions | |
| dc.subject | Vocational professional education | |
| dc.subject | ETFRN | |
| dc.subject | Political Pedagogical Project | |
| dc.subject | Pr?ticas formativas | |
| dc.subject | Formative practices | |
| dc.subject | Educa??o | |
| dc.title | A Unidade de Ensino Descentralizada da ETFRN em Mossor?/RN: contextualiza??o hist?rica e pr?ticas de forma??o | |
| dc.type | Disserta??o | |
