O trabalho como princípio educativo no Programa de Apoio Institucional à extensão do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (2012-2018)
Cruz, Cristiane de Brito
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This dissertation aims to analyze if there exist or if there does not exist the work as an educational principle in the extension projects of the Institutional Support Program to the Extension of the Federal Institute of Education IN Rio Grande do Norte, from 2012 to 2018. The theoretical references on work, work as an educational principle, extension and education are based on, Saviani (2007); Gramsci (2004); Freire (1983, 2017); Ciavatta (2011, 2012); Moura (2012); Manacorda (1989); Rocha (1984); Sousa (2000), among others. Based on the theoretical and methodological forwarding, the historical-dialectical materialism was used as a reference, with a qualitative focus and documentary and bibliographic procedures. Mapping/categorization was performed as a research strategy for the term work, work as an educational principle, constituting the indicatives for the analyzes. This research points out some incidences of work as an educational principle (TPE) in the Institutional Support Program for the Extension of IFRN. It is noteworthy that TPE can be observed in some methodologies and methodological procedures proposed in extension projects practices such as professional practices and simulations of real situations in companies, etc. With regard to the difficulties of finding the TPE in the projects, we observed that many of them still do not have a registration in the project management system the Unified Public Administration System (SUAP); as well as, there is a difficulty among federal servers in the correct filling in the system in addition to the difficulty in writing the project abstracts. We believe that there is a need for formative processes for writing extension projects, with a view to the correct completion of the system. In general, it is considered that in order to really have the TPE, there is a need in addition to the training of federal employees who work in extension projects, a structural-based change in society in order to give more value to education that includes the technological extension as part of the essential tripod in federal institutes beyond teaching and research, in addition to that we have a real idea about what activities the extension can carry out and that the IFRN can stand still and represent resistance to the difficulties that education is currently facing in the country.