Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-11T19:26:18Z No. of bitstreams: 1 2012 - Jucier Gon?alves dos Santos.pdf: 904185 bytes, checksum: e9081641f732b104863e0afdb54ced8a (MD5) / Made available in DSpace on 2017-05-11T19:26:18Z (GMT). No. of bitstreams: 1 2012 - Jucier Gon?alves dos Santos.pdf: 904185 bytes, checksum: e9081641f732b104863e0afdb54ced8a (MD5) Previous issue date: 2012-05-30 / The goal of this research was to investigate the role that the required period of training performs in the formation of a farming technician of Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Cear? ? Campus Crato, from the perspective of the students. As we know, the mandatory training period is a complementary stage of the learning process and involves a pedagogical structure, from a suitable curriculum to small actions in the school environment, so that we can turn this activity into a reflexive action to develop a coherent relation between practice and theory. We chose the qualitative approach aiming to achieve a better comprehension and to give meanings to the analyzed phenomena. The instruments used to collect the data were questionnaires with open questions. The target of this research was the former students of the Integrated Technician Course who finished in 2010. These instruments enabled us to identify some discrepancies related to the articulation between school, training, and the job market, which have been compromising the role of the farming technician in his/her area of insertion. It's important to highlight that, in addition to these aspects, we aimed to gather specific laws and decrees which influenced the development of this work in Brazil. We endeavored, also, to approach the training practice in a perspective of approximation between propaedeutic and technical teaching, taken as able to provide the student with education to face the challenges of the world of work. / Esta pesquisa teve como objetivo investigar o papel que o est?gio curricular obrigat?rio (ECO) vem desempenhando na forma??o do T?cnico em Agropecu?ria do Instituto Federal de Educa??o do Cear?, Campus Crato, a partir da perspectiva dos discentes. Como se sabe, o est?gio Curricular Obrigat?rio ? uma etapa de complementaridade do processo de aprendizagem e envolve uma estrutura pedag?gica que vai desde curr?culos adequados at? pequenas a??es no ?mbito do ambiente escolar, a fim de que se possa fazer dessa atividade uma a??o reflexiva com vista a desenvolver de forma coesa a rela??o entre teoria e pr?tica. Para melhor interpreta??o e atribuir significados aos fen?menos analisados, fizemos op??o por uma abordagem qualitativa. Os instrumentos utilizados para coleta de dados foram question?rios com perguntas abertas que tiveram como alvo os alunos egressos do Curso Integrado de T?cnico em Agropecu?ria (CITA), do ano de 2010. Esses instrumentos nos possibilitaram identificar algumas discrep?ncias em rela??o ? articula??o entre escola, est?gio e mundo do trabalho, as quais v?m comprometendo a fun??o do T?cnico em Agropecu?ria na sua ?rea de inser??o. ? importante registrar que al?m desses aspectos, procuramos elencar leis e decretos espec?ficos que influenciaram o desenvolvimento dessa atividade no Brasil. Buscamos, tamb?m, abordar a pr?tica do est?gio numa perspectiva de aproxima??o entre ensino proped?utico e t?cnico, entendidos como capazes de potencializar ao educando uma forma??o para enfrentamento das incertezas do mundo do trabalho.