A formação integral e as legislações norteadoras da EPT: um recorte com foco nas contribuições para a formação discente

Abstract

Vocational and Technological Education (EPT) is a teaching modality that is directly linked to the world of work. This relationship, however, cannot be seen as a mere preparation for the job market, a situation that, according to scholars such as Moura (2003), Ciavatta (2014) and Frigotto (2011), occurs in several institutions. In this dissertation, we sought, in addition to the debate about the bases that guide the EPT, to take a look at the relevance that the laws express in this educational modality. In this way, it started with the following general objective: to understand the feasibility of fundamentals of Integral Human Formation, through the problematization of student knowledge about the laws and conceptual bases of the EPT, in view of the Integrated High School of IFAM, Campus Manaus Centro. To this end, the qualitative research approach was followed (SEVERINO, 2013), initially carrying out a bibliographic discussion linked to documentary research, later moving on to field research with the help of remote communication tools. In this one, the questionnaire with open and closed questions (RICHARDSON, 2012) was used as a data collection instrument, applied to 12 students of the integrated high school technical course in Chemistry. After that, the interpretative analysis was carried out (SEVERINO, 2013) with the support of the statistical representation, in the questions of a closed nature, and, for the open questions, the Content Analysis, by Bardin (2016). In addition, an educational product was created in a blog format – called “Integrados” – in order to contribute as an intervention proposal in the observed gaps. As a general result, it was found that the feasibility of the EPT's fundamentals, as well as its laws, can be achieved in stages, ranging from the basic knowledge of teachers and students regarding the principles of EPT, to the elaboration of an intervention proposal that can be carried out within a teaching and learning context. Therefore, a constant approach to the theme is needed in institutions that offer the educational modality of EPT, especially in IF, since the form of offering EMI is seen as a possible crossing for integral human formation.