http://memoria.ifrn.edu.br/handle/1044/2345 Sun, 13 Sep 2026 17:11:53 GMT 2026-09-13T17:11:53Z http://memoria.ifrn.edu.br/handle/1044/3308 Tecnologos: a formação humana integral e os currículos da educação profissional de nível superior no Brasil e na França = Technologos: formation humaine intégrale et les curricula d’éducation professionelle supérieure au Brésil et en France S’agissant de l’Enseignement Professionnel (EP) post-baccalauréat, est-il possible d’affirmer que la formation d’un esprit critique et réflexif, favorisée par une formation humaine intégrale, fait partie des curricula des Cursos Superiores de Tecnologia (CST) au Brésil et du Brevet de Technicien Supérieur (BTS) en France? C’est la question de départ à laquelle nous allons réfléchir dans cette recherche, qui porte sur la formation offerte dans les cours de la filière industrielle de l’EP supérieure au Brésil et en France, analysée du point de vue de leurs curricula formels et réels. Nous cherchons à développer cette analyse à travers le prisme de références qui abordent le matérialisme dialectique historique (Marx et Engels, 2007), renforcées par celles qui éclairent le domaine de l'EP (Kuenzer, 1989 ; Tanguy, 1997). Dans le cadre du thème de la Formation Humaine Intégrale (FHI) dans l'EP, nous avons concentré notre attention sur les curricula susmentionnés, en menant une recherche documentaire exploratoire combinée à une recherche de terrain développée par des entretiens semi-directifs menés dans deux lycées professionnels français et, au Brésil, dans trois Instituts fédéraux d'Éducation, Science et Technologie situés dans la région Nord-Est, dans le but d'analyser si les curricula de l'EP supérieur public axés sur le domaine du bâtiment envisagent la FHI. Adoptant une approche qualitative, nous avons procédé à l'étude des données collectées en utilisant l'Analyse Textuelle Discursive – ATD – (Moraes; Galiazzi, 2006) comme outil méthodologique, dans le but de défendre la thèse selon laquelle, en ce qui concerne l’EP post-bac public dans la filière industrielle au Brésil et en France, là où l'on discutait davantage sur la FHI, plus les contradictions entre le curriculum formel et le réel étaient grandes et là où cette discussion progresse moins, plus le consensus concernant la place de la classe ouvrière dans la société est fort. À la fin du processus d'analyse, nous avons identifié des catégories convergentes et divergentes dans les deux pays. Parmi les convergentes figurent l'illettrisme, la ségrégation scolaire et l’éducation instrumentale, et, concernant les divergentes, alors que le consensus prédomine dans le contexte français, la contradiction est plus présente dans le brésilien, où la FHI occupe un rôle central dans les documents et un rôle marginal dans le curriculum réel. Ceci confirme notre thèse et répond à notre question initiale, nous amenant à la conclusion que, dans les deux pays, l’approche critique et réflexive, même si elle est partiellement présente dans le curriculum formel de l’EP, dans le réel, elle reste absente. Thu, 12 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3308 2026-02-12T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3299 Formação, saberes docente e pedagogia da práxis na educação de jovens e adultos integrada à educação profissional e tecnológica The research investigates the training, knowledge, and pedagogical praxis of teachers in Youth and Adult Education Integrated with Professional and Technological Education (EJA-EPT), seeking to analyze the relationships between these elements in the context of the National Program for the Integration of Professional Education with Basic Education in the Modality of Youth and Adult Education (Proeja) in Commerce at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN) Natal-Zona Norte Campus. The central problem lies in the historical structural duality of Brazilian education and the need to identify the specific knowledge that underpins a pedagogical practice that promotes the human emancipation of students. Guided by historical-dialectical materialism, the research aimed to investigate the possible framework of knowledge present in teacher training that contributes to the consolidation of an emancipatory pedagogical praxis, and is based on the thesis argument that such a set of knowledge, when present in teacher training, favors this practice in Proeja in Commerce. The methodology adopts a qualitative approach and uses historical-dialectical materialism as a method to understand the object in its entirety and contradictions. The investigation is configured as a case study, articulating bibliographic, documentary, and empirical research through semi-structured interviews with teachers and analysis of data from the interviews using Discursive Textual Analysis. The results confirm the central argument, highlighting the existence of a framework of specific teaching knowledge for working in Proeja in Commerce, identified in the perception of the teachers interviewed and necessary for the materialization of a pedagogical praxis that resists hegemonic epistemology and is guided by the epistemology of praxis. In conclusion, we reaffirm our ethical and political commitment to EJA-EPT and highlight the urgency of teacher training that incorporates this knowledge in order to address difficulties and ensure the social quality of the education offered in Proeja in Commerce at IFRN. Thu, 18 Dec 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3299 2025-12-18T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3296 Entre ilhas e continente: um olhar interseccional sobre o combate à violência de gênero contra mulheres negras no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte This research has as object of study the pedagogical practices related to combating gender violence against black women in IFRN. Its general objective is to investigate the pedagogical practices linked to the fight against gender violence against black women in IFRN from the perspective of integral human formation and intersectionality. Thus, the specific objectives are: (1) to know the pedagogical practices in the context of issues on gender violence against black women in Professional Education in the light of intersectionality; (2) to map groups, collectives, supports, observatories that dialogue on the fight against gender violence against black women in IFRN and know their actions of awareness and reception; (3) understand, based on the reports of the interviewees, the pedagogical practices developed by mapped groups and collectives, aimed at combating gender violence against black women in IFRN. The methodology adopted follows a qualitative and documentary approach, because it analyzes institutional documents, such as the Institutional Development Plan and the Pedagogical Political Project, resolutions, orders of creation of nuclei and regiments of the nuclei. The data collection was carried out in two steps, the first based on the application of a Google form that mapped the investigated groups. The second was constituted through three narrative interviews in online format, with members of the Center for Studies and Research in Education, Gender and Diversity (NEGêDi), the Center for Studies and Research Afro-Brazilian and Indigenous (NEABI) or the Observatory of Diversity. For data analysis, we used the Discursive Textual Analysis as proposed by Moraes and Galiazzi (2016) and Moraes (2003). The whole process of construction of the thesis is based on the premises and central constructs of intersectionality. In addition to building an intersectional telescope to guide the course of our research. The study also dialogues with art, through the short film Twigs (2022) and construction of an appraisal sheet of the work. The results reveal teaching, research and extension practices that, although described as incipient and punctual by some interviewees, demonstrate significant transformative power. The narratives highlight the urgency of a structural, systemic, cultural, financial and bureaucratic transformation at the institutional level. In addition, intersectionality has been shown to be an important tool for thinking about addressing gender-based violence against black women in the context of Vocational and Technological Education. Tue, 10 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3296 2026-02-10T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3230 Formação docente em educação profissional e tecnológica no Rio Grande do Norte: entre os discursos e sua materialização This research aimed to analyze the relationship between the official discourse on teacher education for Professional Education (PE), as established by normative and regulatory documents, and the materialization of the training of teachers working in Professional and Technological Education (PTE) in state public schools in the municipality of Mossoró/RN, Brazil. As specific objectives, the study sought to: conduct a diagnostic survey of teachers’ educational backgrounds, focusing on training directed toward Professional and Technological Education; carry out a documentary analysis of the legislation guiding teacher education for PTE at the state level, as well as the possible actions undertaken by the State to provide training for teachers working in this curricular offering; and analyze teachers’ perceptions and evaluations regarding the training offered within PTE in parallel with the requirements imposed by legislation specific to the field of Professional Education. This research is grounded in the thesis that there is a mismatch between the official discourse on teacher education for PE, expressed in official documents (PNE, PEE-RN, DCNs, LDB, State Policy for Professional and Technological Education, decrees, among others), and the actual training practices of teachers working in Professional and Technological Education in the state of Rio Grande do Norte. Methodologically, the study employed field research, supported by bibliographic and documentary research, adopting a qualitative approach. Data were collected through semi- structured interviews. The research involved five teachers from Professor José Nogueira State School and five teachers from State Center for Professional Education Professor Francisco de Assis Pedrosa, both located in Mossoró/RN. The analysis of interview data was conducted using elements of Thematic Analysis, combined with methodological triangulation. The analysis of the results revealed the emergence of reflection and critical awareness fostered by the discussions arising from the training processes, as well as changes in perspectives regarding formative actions, when compared to the initial diagnostic findings. It was concluded that, in the investigated context, most teachers working in PTE are hired on a temporary basis, which hinders the development of solid and continuous professional training. Furthermore, it was observed that teachers often lack a broader understanding of PTE in connection with a more comprehensive educational perspective grounded in a Marxian conception of Integral, omnilateral Education. Instead, the reports tended to align with a market-oriented understanding of this educational modality. This finding reinforces the notion of a deficient training process (or even the absence of consistent training, given its occasional and sporadic nature) offered to these teachers. It can therefore be inferred that the intentions expressed in official documents and discourse are not fully translated into concrete actions, confirming the gap between what is prescribed in educational policies and what is implemented in everyday school practice. Consequently, the thesis that there is a mismatch between the official discourse on teacher education for Professional Education, as expressed in official documents, and the actual training practices of teachers working in Professional Education in the state of Rio Grande do Norte is confirmed. Fri, 06 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3230 2026-02-06T00:00:00Z