Concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas pelo IFRN: especificidades e (des)continuidades
Concepts of technical training of middle level adopted by IFRN: specificities and (dis) continuities
| dc.contributor | Cabral Neto, Antonio | |
| dc.contributor | http://lattes.cnpq.br/2272273005907974 | |
| dc.contributor | Cabral Neto, Antonio | |
| dc.contributor | Araujo, Ronaldo Marcos de Lima | |
| dc.contributor | Rodrigues, Mel?nia Mendon?a | |
| dc.contributor | Moura, Dante Henrique | |
| dc.contributor | Fran?a, Magna | |
| dc.creator | Silva, Jos? Mois?s Nunes da | |
| dc.date | 2020-06-19T14:38:43Z | |
| dc.date | 2020-06-19T14:38:43Z | |
| dc.date | 2014-07-31 | |
| dc.date.accessioned | 2023-09-27T14:20:14Z | |
| dc.date.available | 2023-09-27T14:20:14Z | |
| dc.identifier | SILVA, Jose Mois?s Nunes da. Concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas pelo IFRN: especificidades e (des)continuidades. 2014. 196f. Tese (Doutorado em Educa??o)- Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, Natal, 2014. | |
| dc.identifier | http://memoria.ifrn.edu.br/handle/1044/1814 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8921056 | |
| dc.description | The thesis deals with the concepts of technical training of middle level adopted by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technical School of Rio Grande do Norte (1970-1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important political contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopted in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) continuities, placing them in the context of political, economic and educational change in development in the country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as well as the possibility of a counter-hegemonic formation. We analyze the formation of mid-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN. Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political-institutional educational projects. The results show that the training of workers in capitalist society has a unilateral character; that the training required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives that guide educational reforms in the country (unilateral training) and, at other times, the institution adopts concepts (training omnilateral) that are not consistent with such prospects; and that between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009. | |
| dc.description | CAPES | |
| dc.description | A tese trata das concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas pelo Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Discute essas concep??es a partir dos quatro projetos pol?tico-pedag?gicos constru?dos no per?odo de 1970 a 2010, abrangendo tr?s institucionalidades: Escola T?cnica Federal do Rio Grande do Norte (1970-1998), Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (1999-2008) e IFRN (a partir de 2009), bem como tr?s contextos pol?tico, econ?mico e social importantes do pa?s: Ditadura Civil-Militar, Nova Rep?blica e Per?odo do ide?rio neoliberal no Brasil. O objetivo ? analisar a configura??o das concep??es de forma??o adotadas nos projetos pol?tico-pedag?gicos do IFRN, com ?nfase nas especificidades e (des)continuidades, situando-as no contexto das mudan?as pol?ticas, econ?micas e educacionais em desenvolvimento no pa?s. Aborda-se a rela??o trabalho, educa??o e forma??o humana na sociedade capitalista, a fim de apreender a concep??o de forma??o dos trabalhadores engendrada por essa sociedade, bem como a possibilidade de uma forma??o contra-hegem?nica. Analisam-se as concep??es formativas de n?vel m?dio esbo?adas nas reformas educacionais implantadas no pa?s. Investigam-se as concep??es de forma??o profissional delineadas nos projetos pol?tico-pedag?gicos do IFRN. Faz-se uso do materialismo hist?rico-dial?tico, da revis?o bibliogr?fica, da pesquisa documental e da entrevista realizada com sujeitos que participaram do grupo de trabalho coordenador da elabora??o dos projetos pol?tico-pedag?gicos institucionais. Os resultados apontam que a forma??o dos trabalhadores na sociedade capitalista tem um car?ter unilateral; que a forma??o desejada pela classe trabalhadora ? a forma??o omnilateral; que as concep??es formativas que permearam as reformas educacionais do pa?s entre 1970 e 2010 foram todas perspectivada pela forma??o unilateral; que, em determinadas conjunturas, as concep??es de forma??o profissional t?cnica de n?vel m?dio delineadas nos projetos pol?tico-pedag?gicos do IFRN refletem as perspectivas formativas que orientam as reformas educacionais no pa?s (forma??o unilateral) e, em outros momentos, a Institui??o adota concep??es (forma??o omnilateral) que n?o se coadunam com tais perspectivas; e que entre os projetos pol?tico-pedag?gicos constru?dos de 1970 a 2010 h? mais continuidades do que rupturas em rela??o ?s concep??es de forma??o adotadas. Conclui-se que o desafio do IFRN ? institucionalizar em suas a??es educativas a concep??o de forma??o omnilateral assumida no projeto pol?tico-pedag?gico de 2009. | |
| dc.language | por | |
| dc.publisher | Universidade Federal do Rio Grande do Norte | |
| dc.publisher | Brasil | |
| dc.publisher | Natal - Central | |
| dc.publisher | Outro | |
| dc.publisher | Programa de P?s-Gradua??o em Educa??o | |
| dc.publisher | Outro | |
| dc.publisher | UFRN | |
| dc.rights | Acesso Aberto | |
| dc.subject | Educa??o profissional | |
| dc.subject | Forma??o profissional - Ensino m?dio | |
| dc.subject | Instituto Federal | |
| dc.subject | Ensino m?dio | |
| dc.subject | CI?NCIAS HUMANAS | |
| dc.title | Concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas pelo IFRN: especificidades e (des)continuidades | |
| dc.title | Concepts of technical training of middle level adopted by IFRN: specificities and (dis) continuities | |
| dc.type | Tese |