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Educação profissional. Um estudo etnográfico sobre o processo de aprendizagem no projeto jovem aprendiz do IDESQ
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Abstract(s)
Este estudo, investiga se existe inovação pedagógica na formação de jovens aprendizes nos
cursos de aprendizagem profissional desenvolvidos pelo Instituto Nacional de
Desenvolvimento Social e Qualificação Profissional (IDESQ), analisando as concepções e os
princípios que norteiam o projeto político-pedagógico do IDESQ e as práticas pedagógicas
vivenciadas pelos alunos em cursos de aprendizagem profissional. A segmentação teórica
alicerçou-se em estudos de autores que abordam essa temática, como Fino (2011, 2008, 2004),
Freire (2002, 2000, 1997), Papert (2008, 2001, 1996, 1988, 1980), Piaget (1990, 1989, 1983,
1978, 1975, 1969), Sousa (2000), Souza Júnior (2015), entre outros. Metodologicamente,
optou-se pela pesquisa de base qualitativa por meio de uma abordagem etnográfica. A
experiência etnográfica proporcionou a aproximação com a instituição pesquisada e seus
alunos, assegurando que, sistematicamente, o pesquisador acessasse o cotidiano, as vivências,
frustrações e aprendizados dos sujeitos envolvidos no universo da investigação. Participaram
da pesquisa 24 alunos e dois professores de duas turmas de aprendizagem profissional ofertadas
pelo IDESQ, que aceitaram ser partes da demanda. A instituição investigada constitui uma
organização não governamental que atua na oferta de educação profissional de jovens na
periferia da Cidade de Fortaleza-Ceará-Brasil. Os instrumentos de coleta de dados foram os
documentos oficiais da instituição, o projeto político-pedagógico, os manuais de alunos, a
entrevista semiestruturada e a observação participante, além de registros da experiência em
fotos e diário de bordo, como meios de subsidiar as análises. Os resultados foram identificados
no protagonismo dos alunos na formulação do conhecimento e numa instituição com abertura
para metodologias ativas de aprendizagem, onde o estudante se constitui como centralidade em
suas práticas pedagógicas, tendo no professor um facilitador na realização do conhecimento em
um contexto institucional que favorece a aprendizagem contextualizada e o compartilhamento
de saberes. Nestas circunstâncias, constata-se, portanto, haver inovação pedagógica na
formação de jovens aprendizes nos cursos de qualificação profissional ofertados pelo IDESQ.
This study investigates whether there is pedagogical innovation in the training of young apprentices in professional learning courses developed by the National Institute of Social Development and Professional Qualification (IDESQ) analyzing the conceptions and principles that guide the political-pedagogical project of IDESQ and the pedagogical practices experienced by students in professional learning courses. The theoretical segmentation was based on studies of authors who approach this theme, such as Fino (2011, 2008, 2004), Freire (2002, 2000, 1997), Papert (2008, 2001, 1996, 1988, 1980), Piaget (1990, 1989, 1983, 1978, 1975, 1969), Sousa (2000), Souza Júnior (2015), among others. Methodologically, a qualitatively based research through an ethnographic approach was opted. The ethnographic experience provided an approximation with the researched institution and its students, ensuring that, systematically, the researcher accessed the daily life, the experiences, frustrations and learning of the subjects involved in the universe of the investigation. Twenty-four students and two teachers from two professional learning classes offered by IDESQ participated in the research, who accepted to be part of the demand. The investigated institution is a non governmental organization that works to provide professional education for young people on the peripheries of the city of Fortaleza-Ceará-Brazil. The data collection instruments were the official documents of the institution, the political-pedagogical project, the student manuals, the semi-structured interview, and the participant observation, as well as records of the experience in photos and a logbook, as means of subsidizing the analysis. The results were identified in the protagonism of the students in the formulation of knowledge and in an institution open to active learning methodologies, where the student is constituted as central to his pedagogical practices, having the teacher as a facilitator in the realization of knowledge in an institutional context that favors contextualized learning and knowledge sharing. In these circumstances, it appears, therefore, that there is a pedagogical innovation in the training of young apprentices in the professional qualification courses offered by IDESQ.
This study investigates whether there is pedagogical innovation in the training of young apprentices in professional learning courses developed by the National Institute of Social Development and Professional Qualification (IDESQ) analyzing the conceptions and principles that guide the political-pedagogical project of IDESQ and the pedagogical practices experienced by students in professional learning courses. The theoretical segmentation was based on studies of authors who approach this theme, such as Fino (2011, 2008, 2004), Freire (2002, 2000, 1997), Papert (2008, 2001, 1996, 1988, 1980), Piaget (1990, 1989, 1983, 1978, 1975, 1969), Sousa (2000), Souza Júnior (2015), among others. Methodologically, a qualitatively based research through an ethnographic approach was opted. The ethnographic experience provided an approximation with the researched institution and its students, ensuring that, systematically, the researcher accessed the daily life, the experiences, frustrations and learning of the subjects involved in the universe of the investigation. Twenty-four students and two teachers from two professional learning classes offered by IDESQ participated in the research, who accepted to be part of the demand. The investigated institution is a non governmental organization that works to provide professional education for young people on the peripheries of the city of Fortaleza-Ceará-Brazil. The data collection instruments were the official documents of the institution, the political-pedagogical project, the student manuals, the semi-structured interview, and the participant observation, as well as records of the experience in photos and a logbook, as means of subsidizing the analysis. The results were identified in the protagonism of the students in the formulation of knowledge and in an institution open to active learning methodologies, where the student is constituted as central to his pedagogical practices, having the teacher as a facilitator in the realization of knowledge in an institutional context that favors contextualized learning and knowledge sharing. In these circumstances, it appears, therefore, that there is a pedagogical innovation in the training of young apprentices in the professional qualification courses offered by IDESQ.
Description
Keywords
Conhecimento Educação profissional Inovação pedagógica TIC Knowledge Professional education Pedagogical innovation Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais