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Práticas profissionais no ensino técnico-profissionalizante no Brasil : contribuições formativas, desafios e limitações na perspectiva dos estudantes
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O tema central desta investigação são as Práticas Profissionais Orientadas (PPO), entendidas como atividades curriculares que englobam estudo de caso, projeto de extensão, projeto de pesquisa, monitoria e estágio. Essas práticas estão inseridas nos cursos técnico-profissionalizante da Rede Federal de Educação Profissional, Científica e Tecnológica do Brasil e são acompanhadas pelos docentes responsáveis pela formação. O trabalho tem como objetivo compreender a organização, o funcionamento, as contribuições formativas, os desafios e as limitações das práticas profissionais nos cursos técnico-profissionalizante no Brasil, a partir da perspectiva dos estudantes. No presente estudo, os sujeitos participantes da pesquisa foram alunos egressos e do terceiro período dos Cursos Técnicos em Logística, Hospedagem, Meio Ambiente e Cozinha, na modalidade subsequente do IFPE.A pesquisa foi orientada pela seguinte questão principal: Qual é a perspectiva dos estudantes sobre a organização, o funcionamento, as contribuições formativas, os desafios e as limitações das práticas profissionais orientadas no Ensino Técnico-Profissionalizante no Brasil? Para responder a essa questão, foram formuladas perguntas específicas, tais como: Qual a perspectiva dos estudantes sobre o curso profissional? Como os estudantes percebem a organização e o funcionamento das Práticas Profissionais Orientadas e sua articulação com outras componentes curriculares? Como os estudantes entendem a ligação entre as Práticas Profissionais Orientadas e o processo formativo? Que aprendizagens são promovidas com as Práticas Profissionais Orientadas? Que importância os estudantes atribuem a essas aprendizagens? A investigação filiou-se ao paradigma qualitativo e seguiu os princípios éticos definidos no campo das Ciências da Educação. Do ponto de vista conceitual, a tese fundamenta-se numa perspectiva ampla dos processos educativos, assumindo a complementaridade das várias modalidades educativas (educação formal, educação não formal e educação informal), discute a inter-relação entre escola e trabalho, e aborda as tensões e os paradoxos da educação profissional e tecnológica. Os dados empíricos foram produzidos através de entrevistas semiestruturadas, permitindo captar as interpretações e percepções dos estudantes sobre o objeto de estudo. De modo geral os estudantes expressam uma percepção positiva em relação ao curso técnico-profissional, destacando essas experiências como oportunidades significativas de aprendizado e amadurecimento pessoal. Os resultados da investigação ainda indicam, que as Práticas Profissionais Orientadas são percebidas como essenciais para a formação dos estudantes, por promoverem aprendizagens significativas e facilitarem a inserção no mercado de trabalho. A análise revelou que, apesar dos estudantes chegarem com expectativas iniciais reduzidas, muitos estudantes passaram a vislumbrar novas oportunidades profissionais e acadêmicas ao longo do curso técnico, especialmente a partir das experiências vividas nas Práticas Profissionais Orientadas. No entanto, foram destacados desafios como a falta de integração com outras componentes curriculares e dificuldades na organização e no funcionamento das Práticas Profissionais Orientadas. A pesquisa revela que, apesar dos desafios, as Práticas Profissionais Orientadas têm um contributo formativo importante no Ensino Técnico-Profissionalizante. A investigação corrobora a importância de uma educação profissional e tecnológica ampla, orientada para a educação integral dos estudantes, que integre conhecimentos gerais e específicos, para formar sujeitos autônomos, críticos e que têm uma relação positiva com o saber. A continuidade da construção histórica e a implementação de mudanças na educação profissional e tecnológica são essenciais para superar preconceitos e promover uma adequada formação técnica humanística e científica.
The central theme of this research is the Oriented Professional Practices (OPP), understood a curricular activities that include case studies, extension projects, research projects, academic tutoring, and internships. These practices are part of the technical and vocational education programs of the Federal Network of Professional, Scientific and Technological Education in Brazil and are supervised by the faculty members responsible for student training. The work aims to understand how professional practices contribute to the educational process of students, and identify the challenges and constraints associated with them. In the present study, the research participants were graduates and third-semester students of the Technical Courses in Logistics, Hospitality, Environmental Management, and Culinary Arts, in the subsequent modality offered by IFPE.The research was guided by the following main question: what are the training contributions, challenges and constraints of professional practices oriented in Technical-Vocational Education, from the students' perspective? To answer this question, specific questions were formulated, such as: what is the students’ perspective on the professional course? How do students perceive the organization and functioning of Oriented Professional Practices and their articulation with other curricular components? How do students understand the connection between guided professional practices and the training process? What learning is promoted with guided professional practices? What importance do students attribute to this learning? The investigation was based on the qualitative paradigm and followed the ethical principles defined in the field of Educational Sciences. Empirical data were obtained through semi-structured interviews, allowing students to capture the interpretations and perceptions of the object of study. From a conceptual point of view, the thesis is based on a broad perspective of educational processes, assuming the complementarity of the various educational modalities (formal education, nonformal education and informal education), discusses the interrelationship between school and work, and addresses the tensions and paradoxes of professional and technological education. The research results indicate that guided professional practices are perceived as essential for the training of students, as they promote significant learning and facilitate insertion into the job market. However, challenges were highlighted such as the lack of integration with other curricular components and difficulties in the organization and functioning of Oriented Professional Practices. The research reveals that, despite the challenges, guided professional practices have an important formative contribution in Technical-Vocational Education. The investigation corroborates the importance of a broad professional and technological education, oriented towards the integral education of students, which integrates general and specific knowledge, to form autonomous, critical subjects who have a positive relationship with knowledge. The continuity of historical construction and the implementation of changes in professional and technological education are essential to overcome prejudices and promote adequate humanistic and scientific technical training.
The central theme of this research is the Oriented Professional Practices (OPP), understood a curricular activities that include case studies, extension projects, research projects, academic tutoring, and internships. These practices are part of the technical and vocational education programs of the Federal Network of Professional, Scientific and Technological Education in Brazil and are supervised by the faculty members responsible for student training. The work aims to understand how professional practices contribute to the educational process of students, and identify the challenges and constraints associated with them. In the present study, the research participants were graduates and third-semester students of the Technical Courses in Logistics, Hospitality, Environmental Management, and Culinary Arts, in the subsequent modality offered by IFPE.The research was guided by the following main question: what are the training contributions, challenges and constraints of professional practices oriented in Technical-Vocational Education, from the students' perspective? To answer this question, specific questions were formulated, such as: what is the students’ perspective on the professional course? How do students perceive the organization and functioning of Oriented Professional Practices and their articulation with other curricular components? How do students understand the connection between guided professional practices and the training process? What learning is promoted with guided professional practices? What importance do students attribute to this learning? The investigation was based on the qualitative paradigm and followed the ethical principles defined in the field of Educational Sciences. Empirical data were obtained through semi-structured interviews, allowing students to capture the interpretations and perceptions of the object of study. From a conceptual point of view, the thesis is based on a broad perspective of educational processes, assuming the complementarity of the various educational modalities (formal education, nonformal education and informal education), discusses the interrelationship between school and work, and addresses the tensions and paradoxes of professional and technological education. The research results indicate that guided professional practices are perceived as essential for the training of students, as they promote significant learning and facilitate insertion into the job market. However, challenges were highlighted such as the lack of integration with other curricular components and difficulties in the organization and functioning of Oriented Professional Practices. The research reveals that, despite the challenges, guided professional practices have an important formative contribution in Technical-Vocational Education. The investigation corroborates the importance of a broad professional and technological education, oriented towards the integral education of students, which integrates general and specific knowledge, to form autonomous, critical subjects who have a positive relationship with knowledge. The continuity of historical construction and the implementation of changes in professional and technological education are essential to overcome prejudices and promote adequate humanistic and scientific technical training.
Descrição
Tese de doutoramento em Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2025.
Palavras-chave
Technical-Vocational Education Teaching-learning Guided Professional Practices Professional education Educação Técnico-Profissionalizante Ensino-aprendizagem Práticas Profissionais Orientadas Educação profissional