A representação de tecnologia na educação profissional do IFRN: uma análise das práticas pedagógicas dos professores do ensino médio integrado

Abstract

This research aims to investigate the representation of IFRN teachers in relation to technology by analyzing the reports of pedagogical practices developed in Integrated High School (IHS). The EMI is a teaching model that aims to integrate Basic Education (BE) and Professional Education (PE), which has as its structuring axes science, technology, work and culture, proposing to overcome the dichotomy between intellectual education and instrumental education By means of a pedagogical proposal based on the integral human formation. Teachers play a key role in mediating the use of technologies in PE aimed at emancipatory training. Therefore, it is necessary to analyze if the representation of technology by the teachers that work in the EMI dialogues with the conception of integral human formation. The methodology adopted for the accomplishment of this research is qualitative, we used the bibliographical revision to raise the theoretical reference on the relationship between education, work and technology, from authors like Feenberg (2013), Vieira Pinto (2005), Lima Filho (2010), Frigotto (2005), Ciavatta (2005) and Ramos (2010). We used the documentary analysis of the National Guidelines for Basic Education (2013) and the Political Pedagogical Project of the IFRN (2012) that presented the pedagogical proposal of the use of technologies in professional education, as well as the content analysis of Bardin (2011) For systematization of data collection. Finally, we conducted narrative interviews (Bauer and Gaskell, 2015) with nine teachers from an IFRN Campus who work in the IHS in the Metropolitan Region of Natal in the courses of Computer Science and Mechatronics. The representations of teachers' technologies were analyzed based on the concept of representation of Chartier (1988). We could identify that although the documents analyzed evolved when they presented a proposal of the use of technologies based on integral human education and work as an educational principle, these documents have not been constituted as reference for the teaching practice of the teachers interviewed. From the experience reports of the teachers, we observe that there are indications of representations of technologies in which the teachers reproduce in their speeches the conception of a proposal directed to attend to the logic of capital. This view represents almost fifty percent of the teachers interviewed. We point out possible factors that influenced this view: the professional profile, since part of the faculty is composed of professors who are not graduates: bachelors and professionals in the technological area; The lack of knowledge of the pedagogical proposal regarding the use of technologies in professional education foreseen in the IFRN's Political Pedagogical Project and the teachers' reports that there are no systemic actions of teacher training for the use of the technologies in PE developed by the IFRN. Therefore, we defend the need to strengthen continuing education actions that could consolidate a more critical reflection on the theme of this research.