A atividades de aprendizagem e a formação humana integral: um estudo nas disciplinas técnicas do curso técnico de nível médio segurança do trabalho na forma subsequente na modalidade EaD do IFRN

Abstract

The study presented here aims to understand the relationship between learning activities and the epistemological foundation of integral human development. In the empirical field, this relationship seeks to be analyzed in the technical disciplines that are present in the technological nucleus of the Programa of Studies of the Mid-Level Technician course of Work Safety, in the subsequent form online [2013], of the Federal Institute of Education, Science and Technology of Rio Grande do Norte. The study focuses on the learning activities that were elaborated by the teachers of the technical courses and on the activities proposed in the textbooks, which were carried out in the virtual environment during the school years 2017 to 2018. The institutional documents, the Pedagogical Political Project (PPP) of ifrn and pedagogical project of the course (PPC) were based for the analysis. The theoretical framework was the studies of Marx (2004, 2013, 2018), Gramsci (2019), Vygotsky (2010), Libâneo (2004), Frigotto (2009), Ciavatta (2009), Saviani (1989, 2004, 2019), Simão Neto and Hesketh (2009), among others, which epistemologically support integral human development, articulating it to the basic son of omnilaterality and polytechnics, so dear to professional education centered on the historicalcritical perspective. On the other hand, the theory of activity initiated with Vygotsky's studies (2010) served to understand, from a theoretical point of view, the nature of learning activities and analyze whether, in a concrete situation, they contribute to integral human development. From the methodological point of view, this research is of qualitative approach, with triangulation methodology (MOREIRA, 2011) from the theoretical basis adopted, from the classification matrix of learning activities (SIMÃO NETO; HESKETH, 2009) and the discourse adopted in the activities. A group of 1,343 learning activities of the disciplines was classified through the matrix: Statistics Applied to Safety at Work; Technical Design; Introduction to Safety at Work; Safety at Work; Ergonomics; Prevention and Fight against Sinister; Loss Prevention and Control; and, Instrumentation for Occupational Hygiene. To discuss the possibility of cognitive development in the light of Vygotsky, a sample of two learning activities of each discipline was taken, using as a criterion of choice the diversity of classes found. However, during Instrumentation in Occupational Hygiene, only one activity was taken for analysis. From the result of the analysis, we conclude that the conceptions of omnilaterality and polytechnics that converge to the integral human development, as well as the possibility of cognitive development in students, are present in the sample of the learning activities analyzed, enabling students to a deeper relationship between the theoretical approaches adopted by teachers and professional practice.