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No. of bitstreams: 1 MariaDasGracasBaracho_TESE.pdf: 1744977 bytes, checksum: a77d700e3eddcf1e1011195078af0f7c (MD5) Previous issue date: 2016-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A forma??o profissional em n?vel t?cnico, na perspectiva de uma forma??o humana integral, constitui um imperativo para a tem?tica trabalho e educa??o escolar em raz?o da forma como o trabalho e a educa??o se apresentam na sociedade capitalista, e, notadamente, no Brasil, a partir da d?cada de 1990. Nesse contexto, a educa??o assume uma centralidade e a ela est?o agregadas as pol?ticas educacionais que, no caso espec?fico da educa??o profissional e da educa??o de jovens e adultos (EJA), est?o materializadas por diversos projetos e programas com o objetivo de oferecer a jovens e adultos uma forma??o que atenda ?s exig?ncias do mundo do trabalho, incluindo o conceito de polival?ncia; mas, por outro lado, ? anunciada, enquanto princ?pios, uma forma??o profissional para jovens e adultos na perspectiva de uma forma??o humana integral por meio do Proeja. Esta pesquisa tem como objeto de estudo, a forma??o profissional em n?vel t?cnico ofertada pelo Proeja, no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) com foco na forma??o humana integral, situando-a no contexto das pol?ticas educacionais. Como condu??o do objeto de estudo, adotou-se o materialismo hist?rico dial?tico que pressup?e situ?-lo no contexto no qual ele se constitui e se desenvolve. Definiu-se, como categoria de estudo, a forma??o profissional da qual foram derivadas as seguintes dimens?es de an?lise: trabalho, forma??o humana integral e qualifica??o profissional. Em face dos estudos efetivados, e das informa??es sistematizadas das entrevistas realizadas com docentes e egressos do curso de Edifica??es, s?o contatadas duas tend?ncias de forma??o profissional: uma ressaltando a forma??o polivalente; a outra com caracter?sticas de uma forma??o humana integral na perspectiva da politecnia. Nessa segunda tend?ncia, conclui-se que, mesmo n?o sendo poss?vel a sua plena efetiva??o por meio de um curr?culo escolar, essa forma??o poder? ser fortalecida na medida em que a pr?tica pedag?gica desempenhada por gestores e professores se torne uma realidade, priorizando estrat?gias de ensino, capazes de contribuir para levar a efeito um trabalho interdisciplinar, articulando e integrando conceitos e princ?pios dos diversos recortes de conhecimentos que comp?em o curr?culo. Desse modo, ao contribuir para superar a fragmenta??o dos conhecimentos, o aluno estar? indo ao encontro de uma forma??o humana integral, cujo objetivo ? possibilit?-lo a enfrentar os problemas complexos, amplos e globais da realidade atual de forma consciente e, sobretudo, cr?tica e que adquira uma forma??o profissional embasada em saber sistematizado e legitimado pela sociedade capitalista, ainda negada para muitos brasileiros. Ademais, ? poss?vel, ainda, por parte da escola, buscar espa?os, capazes de contribuir para a constru??o de uma outra forma de sociabilidade humana, tendo os direitos sociais dos jovens e adultos garantidos;enfim, que todos tenham o direito ? educa??o de qualidade, e que, sobretudo, no seu processo formativo, sejam contemplados os conhecimentos voltados para o trabalho, para a ci?ncia, tecnologia e para a cultura. / Vocational training at technical level, in the perspective of an integral human formation, is essential to the thematic work and school education because of the way work and education are presented in the capitalist society, and, especially in Brazil, from the decade of 1990. In this context, education assumes a centrality and to this, it is aggregated educational policies which, in the specific case of professional education and education for young and adults (EJA), are materialized for various projects and programs aimed to offer youth and adult a formation which meets the requirements of the labor market, including the concept of multifunctionality; but on the other hand, it is announced, as principles, a vocational training for youth and adults in the perspective of an integral human formation through Proeja. This research has as object of study, vocational training in technical level offered by Proeja, at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) focusing on the integral human formation, placing it in the context of educational policies. To conduct the object of study, it was adopted the dialectical historical materialism which assumes situate it in the context in which it is constituted and developed. It was defined as a category of study, the professional formation from which the following analytical dimensions were derived: work, integral human formation and professional qualification. In view of the effected studies, and systematic information from interviews with teachers and graduates from the course of Buildings, it is observed two trends of training: one emphasizing the multi-purpose training; the other with characteristics of an integral human formation in the perspective of polytechnic. In this second trend, it is concluded that, even not being possible its full realization through a school curriculum, this training can be strengthened to the extent that the pedagogical practice performed by managers and teachers becomes a reality, prioritizing teaching strategies, capable of contributing to carry out interdisciplinary work, articulating and integrating concepts and principles of the various parts of knowledge which compose the curriculum. In this way, contributing to overcome the fragmentation of knowledge, the student will be going to meet an integral human formation, which aims to enable him or her to face complex, large and global problems from the current reality, consciously and, especially being critical and acquiring a vocational training grounded in systematic knowledge and legitimized by the capitalist society, still denied to many Brazilians. Moreover, it is also possible, by the school, seek spaces which are able to contribute to the construction of another form of human sociability, having the social rights of young and adults guaranteed; at last, it is aimed that everyone has the right of education with quality, and, above all, it is aimed that in their formative process, the students can be contemplated with knowledge oriented for the work, science, technology and culture.