Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-23T18:08:34Z No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) / Made available in DSpace on 2017-06-23T18:08:34Z (GMT). No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) Previous issue date: 2010-07-14 / The institutionalization of the Integration National Program of Basic Education with Professional Education in the Modality of Education for Youth and Adults (PROEJA), implanted by Decree 5.840/2006, already arose with the proposal of curriculum integration. These program principles imply the elaboration of appropriate curricula, aiming to contemplate the public specificities which are directed to it, considering the integration presuppositions. So this program is part of a social policy focused on serving the young and adult public who had no access to schooling at the proper age, providing the access to basic education integrated to professional formation. Before this reality, it was possible to find contradictions between speech and practice in the integration of the courses offered by such Program. Two questions appeared for investigation: 1- What are the paths followed in the elaboration of an integrated curriculum, which should be able to overcome the traditional and inflexible model, articulating general, professional formation and specificities of students from EJA (Youth and Adults Education), in a unified way so that work would be focused as educational principle? 2- How PROEJA experience in school routine happens? From these questions, this research was structured, aiming to explain the experience of curriculum integration in technical courses offered by Instituto Federal de Educa??o de Pernambuco (IFPE) through PROEJA. It is a qualitative research with a descriptive character that uses the following data collection tools: a) primary sources (official documents, courses plans, timesheet, curriculum matrices); b) secondary sources (literature about EJA and public policies for education); c) questionnaires; d) observation. The collected data contributed in comprehending that the PROEJA curriculum integration practice at IFPE is very different from integration principles and presuppositions of EJA. With this analysis, it was concluded that it is necessary that the Federal Sector of Professional, Scientific and Technological Education faces the responsibility to prepare teachers and pedagogical groups, acquiring the real concepts about this public problems and necessities and the integration presuppositions in order to really offer an education able to guarantee to citizen worker the autonomy announced by the documents that substantiate the structural bases of the Program. / A institucionaliza??o do Programa Nacional de Integra??o da Educa??o B?sica com a Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA), implantado pelo Decreto 5.840/2006, j? nasceu com a proposta de integra??o curricular. Os princ?pios desse programa implicam a constru??o de curr?culos adequados, visando contemplar as especificidades do p?blico a ele destinado, tendo como fundamento os pressupostos da integra??o. Portanto, este programa faz parte de uma pol?tica social focada no atendimento do p?blico jovem e adulto que n?o teve acesso ? escolariza??o na idade pr?pria, possibilitando o acesso ? educa??o profissional integrada ? educa??o b?sica. Diante dessa realidade, foi poss?vel constatar contradi??es entre o discurso e a pr?tica da integra??o dos cursos oferecidos por este Programa. Duas quest?es se apresentaram para investiga??o: 1?) Qual o percurso trilhado na constru??o de um curr?culo integrado, capaz de superar o modelo tradicional e inflex?vel que articule a forma??o geral, forma??o profissional e especificidades dos alunos e alunas da EJA, de forma unificada, onde o trabalho seja enfocado como princ?pio educativo? 2?) Como se concretiza a viv?ncia do PROEJA no cotidiano escolar? A partir dessas quest?es, a pesquisa se estruturou tendo como objetivo explicar a experi?ncia de integra??o curricular nos cursos t?cnicos oferecidos pelo Instituto Federal de Educa??o de Pernambuco (IFPE) por interm?dio do PROEJA. Trata-se de uma pesquisa qualitativa de car?ter descritivo que se utiliza dos seguintes instrumentos de coleta de dados: a) fontes prim?rias (documentos oficiais, planos de cursos, quadro de hor?rios, matrizes curriculares); b) fontes secund?rias (literatura sobre EJA e sobre pol?ticas p?blicas para educa??o); c) question?rios fechado; d) observa??o. Os dados coletados contribu?ram para compreender que a pr?tica de integra??o curricular do PROEJA no IFPE, est? bem distante dos princ?pios de integra??o e dos pressupostos da EJA. Diante da an?lise realizada, concluiu-se que ? preciso que a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica enfrente a responsabilidade de preparar os docentes e equipes pedag?gicas para se apropriarem conceitualmente sobre os problemas e necessidades desse p?blico e dos pressupostos da integra??o para de fato oferecer educa??o capaz de garantir ao cidad?o trabalhador a autonomia pronunciada nos documentos que fundamental as bases estruturantes do Programa.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-05-17T16:07:29Z No. of bitstreams: 1 2012 - Elis?ngela Ferreira Floro.pdf: 2087642 bytes, checksum: 14c821e04b2e55f80590274779d82b2f (MD5) / Made available in DSpace on 2017-05-17T16:07:29Z (GMT). No. of bitstreams: 1 2012 - Elis?ngela Ferreira Floro.pdf: 2087642 bytes, checksum: 14c821e04b2e55f80590274779d82b2f (MD5) Previous issue date: 2012-03-29 / The crisis within the accumulation of capital which has been happening to almost four decades in the capitalist countries brought some deeper changes to the manners of production and in the work environment. Technological developments related to the new forms of production organization turned to require a new profile of worker, different from that one who was imposed by rigidity and fragmentation of the Taylor and Ford?s system. Taking into consideration that thechanges in thework areheterogeneous and comprehending that they need to be analyzed in relation to the geographic region and to the productive sector in which they occur, delimited as an object of study the conditions of employment and labor of agricultural technicians who work in the CRAJUBAR Triangle, (it is how is popularly called a specific territory in the region of Cariri in the Southern Cear?). Our aim was to analyze how the productive restructuring process imposed reforms to the educational systems and caused the crisis to agriculture, affecting the new graduates?s procedures and formation trajectories from the Cratocampus of the Instituto Federal do Cear? (IFCE/Crato). It is a basic research of qualitative analysis and descriptive approach in which was used as data collection instruments, the following primary sources: a) internal documents of IFCE Crato (Institutional Development Plan, Institutional Pedagogical Plan, Educational Project Course, school records of recently new graduates ones and subjects guidelines); b) questionnaires applied to teachers, businessmen and landowners; c) transcription of interviews applied to businessmen and rural producers; d) field diary (record of visits to farmers). For a characterization of the agricultural production in the Crajubar Triangle we used statistical data from IPECE and IBGE. The data which were analyzed reveled that the student?s process of technical-professional education of IFCE/Crato were influenced by the conceptions of the School-farm System and by the conventional agriculture, without taking account of studies about family agriculture (the major responsible for agricultural production in the CRAJUBAR Triangle). The chances of employment for the graduates of IFCE/Crato on medium and large range agricultural companies are very rare. The real job opportunities are in the companies of technical assistance and rural extension, which ones that aim to assist farming families to develop a model of agriculture that must be compatible to the semi arid Northeast region. However, the process of technical-professional education in IFCE/Crato is based on the effort to insert technological advances into the production processes of agribusiness. This option, on the detriment of the studies about family farming, distanced the qualification process of students of IFCE/Crato from reality of farming on the CRAJUBAR triangle, revealing the belief in the universality and neutrality of technology as if it could be simply transplanted business model to the family agricultural development model. Nevertheless, this apolitical character of the technical-professional education of IFCE/Crato adds itself to the fact of the main opportunity for integration of graduates to the labor market consist on the offering of temporary work, with flexible relations and poor working conditions offered, by a public company of the Cear? State. / A crise no ac?mulo do capital que vem ocorrendo h? quase quatro d?cadas nos pa?ses capitalistas trouxe profundas mudan?as nos modos de produ??o e no mundo do trabalho. Os avan?os tecnol?gicos relacionados ?s novas formas de organiza??o da produ??o passaram a exigir novo perfil de trabalhador, diferente daquele imposto pela rigidez e fragmenta??o do taylorismo-fordismo. Considerando que as mudan?as no mundo do trabalho s?o heterog?neas e compreendendo que as mesmas precisam ser analisadas em rela??o ? regi?o geogr?fica e ao ramo produtivo em que ocorrem, delimitamos como objeto de estudo as condi??es de emprego e de trabalho de t?cnicos em agropecu?ria que atuam no Tri?ngulo CRAJUBAR, Regi?o do Cariri, no Sul do Estado do Cear?. Nosso objetivo foi analisar como o processo de reestrutura??o produtiva imp?s reformas aos sistemas educacionais e ocasionou a crise na agropecu?ria, afetando as trajet?rias de forma??o e atua??o de egressos do Campus Crato do Instituto Federal do Cear? (IFCE/Crato). Trata-se de uma pesquisa b?sica, de an?lise qualitativa e de car?ter descritivo que utilizou como instrumentos de coleta de dados as seguintes fontes bibliogr?ficas prim?rias: a) documentos internos do IFCE/Crato (Plano de Desenvolvimento Institucional, Plano Pedag?gico Institucional, Projeto Pedag?gico de Curso, registros escolares de alunos egressos e ementas de disciplinas);b) question?rios aplicados aos docentes, empres?rios e propriet?rios rurais; c) transcri??o de entrevistasa empres?rios e produtores rurais; d) di?rio de campo (registro de visitas aos produtores agr?colas). Para uma caracteriza??o da produ??o agr?cola do Tri?ngulo CRAJUBAR, utilizamos dados estat?sticos do IPECE e do IBGE. Os dados analisados revelaram que o processo de forma??o t?cnico-profissional dos alunos do IFCE/Crato foi influenciado pelas concep??es do Sistema Escola-Fazenda e da agricultura convencional, sem contemplar estudos sobre a agricultura familiar (principal respons?vel pela produ??o agr?cola no Tri?ngulo CRAJUBAR). As chances de emprego para egressos do IFCE/Crato em empresas rurais de m?dio e grande porte s?o rar?ssimas. As oportunidades efetivas de trabalho est?o nas empresas de assist?ncia t?cnica e extens?o rural que t?m como objetivo auxiliar as fam?lias rurais a desenvolver um modelo de agricultura compat?vel com o semi?rido nordestino. Por?m, o processo de forma??o t?cnico-profissional no IFCE/Crato est? baseado no esfor?o em inserir avan?os tecnol?gicos nos processos de produ??o do agroneg?cio. Esta op??o, em detrimento dos estudos sobre agricultura familiar, distanciou o processo de qualifica??o dos alunos do IFCE/Crato da realidade da agropecu?ria do Tri?ngulo CRAJUBAR, revelando a cren?a na universalidade e neutralidade da tecnologia como se esta pudesse ser simplesmente transplantada do modelo empresarial para o modelo de desenvolvimento agr?cola familiar. N?o obstante, este car?ter despolitizado da forma??o t?cnico-profissionaldo IFCE/Crato se soma ao fato de a principal oportunidade de inser??o de seus egressos no mercado de trabalho consistir na oferta de trabalho tempor?rio, com rela??es trabalhistasflexibilizadas e condi??es de trabalho precarizadas, por parte de uma empresa p?blica estadual do Cear?.