Mestrado em Educação Profissionalhttp://memoria.ifrn.edu.br/handle/1044/1142026-09-21T22:29:37Z2026-09-21T22:29:37ZPráticas pedagógicas no ensino médio integrado do Centro Estadual de Educação Profissional Senador Jessé Pinto Freire (CENEP): aproximações e distanciamentos de uma formação humana integrahttp://memoria.ifrn.edu.br/handle/1044/33092026-09-04T21:00:42Z2018-03-28T00:00:00ZPráticas pedagógicas no ensino médio integrado do Centro Estadual de Educação Profissional Senador Jessé Pinto Freire (CENEP): aproximações e distanciamentos de uma formação humana integra
This research, carried during the course of this Master’s Degree at the Federal Institute
of Education, Science and Technology of Rio Grande do Norte (IFRN), aims at
studying the pedagogical practices at Centro Estadual
de Educação Profissional Senador Jessé Pinto Freire (CENEP). It approaches the
integral human formation and its objectives and analyses are the pedagogical practices
at the vocational professional high school education at (EMI) CENEP. It considers the
perspective of integral human formation from the expression of the involved subjects
and institutional documents about the pedagogical practices developed by the
institution. The discussion is supported on authors such as Gramsci
(1981), Frigotto (1985), Saviani (1989), Pistrak (2000), Demo (2000), Marx (2001),
Engels (2001), Fazenda (2001), Ciavatta (2005), Manacorda (2007), Ramos (2007),
Moura (2013), Araujo (2014). The research used the qualitative method, triangulation
methodology and nuances of dialectical historical materialism approach. The final
considerations shows: the EMI at CENEP is placed on a status of oscillation between
ideas concerning concepts and pedagogical practices. They focus, primarily, on the
integral human formation. Then they focus on the formation based on the work market
to meet their demands. It is a classic scenery of transition where the school and their
actors share typical dilemmas of a capitalist society. Thus, the pedagogical practices
so far developed at CENEP can be considered as the initial path of convergence
between education and integral human formation.
2018-03-28T00:00:00ZA formação continuada de professores propiciada pelo Instituto de Corresponsabilidade pela Educação no Centro Estadual de Educação Profissional Professor João Faustino Ferreira Neto-RNhttp://memoria.ifrn.edu.br/handle/1044/33002026-08-31T13:30:41Z2021-08-23T00:00:00ZA formação continuada de professores propiciada pelo Instituto de Corresponsabilidade pela Educação no Centro Estadual de Educação Profissional Professor João Faustino Ferreira Neto-RN
Theme of this study is the Continuing Education of Teachers. The objective is to investigate
how continuing education promoted by ICE to teachers CEEP-PJFFN took place in the
perspective implementing the integrated curriculum. Methodologically, the study makes use of
historical-dialectical materialism, considering conditions of human life in a historical and
transformative perspective through scientific research, promoting a critical reflection on social
and political reality. The investigation is based on a qualitative approach, as it allows unveiling
little-known social processes and enables the construction new approaches during the
investigation. The research is also characterized as exploratory, as it aims to provide more
information on the subject that is to be investigated. The sources analysis is the DCNEM, the
DCNEPTNM, the PIEP/RN, the Cadernos do Escola da Escolha from ICE and the semistructured interviews applied to the pedagogical technical subjects of the SEEC/RN, the vice
manager, and teachers CEEP-PJFFN. The results show that the Continuing Education of
Teachers promoted by ICE did not include teachers from the technical base, which weakens
conception an integrated curriculum, highlighting the need for a broad education that
overcomes the hybridity conceptions that guide the curricular guidelines Model of ICE and the
absence materialization principles an integrated curriculum (labor, science, technology, and
culture), which also weakens the students' integral human formation.
2021-08-23T00:00:00ZA gestão escolar em tempos de burocracia eletrônica: um estudo em centros estaduais de educação profissional do Rio Grande do Nortehttp://memoria.ifrn.edu.br/handle/1044/32952026-08-26T12:30:40Z2025-03-03T00:00:00ZA gestão escolar em tempos de burocracia eletrônica: um estudo em centros estaduais de educação profissional do Rio Grande do Norte
This dissertation aims to analyze the interrelations between the use of digital platforms, school bureaucracy, and the autonomy of school management in the State Centers for Professional Education of Rio Grande do Norte Professora Djanira Brasilino de Souza and Professora Lourdinha Guerra (2023–2024). The research was based on the perspective of historical-dialectical materialism. For data collection and production, bibliographic and documentary
research was conducted, as well as semi-structured interviews. The interviews were carried out with three subjects from the management teams elected for the 2023–2025 triennium of the two CEEPs studied, in order to discuss the interviewees’ work in relation to the use of digital platforms. In the scope of Professional Education in Rio Grande do Norte, such use occurs
mainly through official systems, such as Sistec, SIGEduc, and PDDE Interativo, which structure school management and administrative processes. The results show that there are contradictions regarding the role of technological innovations in the field of school management; that the interviewees point to elements of hyperbureaucratization, materializing capital strategies
aligned with neoliberal trends; that, although platforms are tools that support management, they also reinforce the individualization, control, and centralization of decision-making processes; and that the difficulties reported by the managers of the schools studied reflect the principles of New Public Management (NPM) and neoliberal globalization, which prioritize results-based management to the detriment of more humanized and emancipatory educational practices. The
study concludes that the interrelations between digital platforms and school bureaucracy have occurred under the dominant logic of capital, under the principles of NPM, which compromises the already limited autonomy of school management in the studied CEEPs; and that the tension between the discourse of modernization and the reality of centralization and control of
administrative processes affects the assurance of valuing collective participation, the continuous professional development of managers from a democratic-participatory perspective, and the strengthening of school autonomy, which are essential for a truly democratic management aligned with the principles of emancipatory education.
2025-03-03T00:00:00ZA permanência no programa nacional de integração da educação profissional à educação básica na modalidade de educação de jovens e adultos na perspectiva dos estudanteshttp://memoria.ifrn.edu.br/handle/1044/32482026-07-01T16:00:42Z2020-07-31T00:00:00ZA permanência no programa nacional de integração da educação profissional à educação básica na modalidade de educação de jovens e adultos na perspectiva dos estudantes
The present Master’s Dissertation analyzes Programa Nacional de Integração da
Educação Profissional à Educação Básica embedded in Educação de Jovens e
Adultos (PROEJA), developed at Instituto Federal de Educação, Ciência e
Tecnologia do Rio Grande do Norte (IFRN), at campuses Ipanguaçu, Mossoró,
Santa Cruz e Zona Norte. Its general objective is to analyze the factors that
contribute to permanence of students as participants of Programa Nacional de
Integração da Educação Profissional à Educação Básica embedded in Educação de
Jovens e Adultos (PROEJA) at Instituto Federal de Educação, Ciência e Tecnologia
do Rio Grande do Norte (IFRN) from the students’ perspective. The object of study
are these factors of permanence from the students’ perspective. The analyzes of this
objective considers rise and decline of the Program at IFRN, as well as PROEJA at
IFRN campuses of Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. Students were
heard in order to try to identify factors to permanence and their dimensions. It is a
qualitative and exploratory research. For the data analyzes, a difference was
established between extrinsic and intrinsic factors, based on the ideas by Rumberger
and Lim (2008), as well as the categories of permanence factors by Sales (2014),
with the purpose of identifying which factors are more determinant for permanence.
The current reality of IFRN was analyzed, based on laws and documents related to
the Program, and specific characteristics of EJA were discussed, analyzing the
possible factors of permanence of PROEJA students at campuses Ipanguaçu,
Mossoró, Santa Cruz e Zona Norte. The results have shown that there is not only
one determinant factor that makes students continue at the Program. Extrinsic and
intrinsic factors contribute for permanence. The conclusion is that permanence is
related to institutional, socioeconomic and personal factors. The analyses of factors
for permanence was made considering all the context in which the students are
inserted, going beyond the students’ answers in order to contextualize intrinsic and
extrinsic factors and the decisions taken by the students who intended to stay and
PROEJA and finish their studies.
2020-07-31T00:00:00Z