Made available in DSpace on 2017-07-10T16:28:07Z (GMT). No. of bitstreams: 1 NARA.pdf: 3405606 bytes, checksum: 8d851b6dc7c9a17b9844663e5d79d31b (MD5) Previous issue date: 2016-06-06 / The reason of this research, located in the line of research Society, Knowledge and Education, the Program of Graduate Studies in Education, Master Course, the State University of Western Paraná, Campus Francisco Beltrão, is to analyze the challenges of polytechnic education in the context of the Agricultural College of Francisco Beltrão/PR. Centered education in the midst of two inseparable elements, education and work, which was the main issue of research: to analyze the principles of polytechnic education may be present in the educational practices of the Agricultural College. Thus we have as complementary objectives: understanding the context of the field and the relationship with their young; identify theoretical and methodological elements of Polytechnic Education and some of his experiences as a reference for our analysis; characterize the educational project of the East and vocational education that is developed at the Agricultural College; analyze the relationship between work and education in the theoretical and practical teaching, tracing elements to demarcate how such relationships happen; systematize and analyze the educational practices developed in the Agricultural College. Stand out from the central and complementary objective the central research questions: Educational practices in Agricultural College are developed on the principles of a polytechnic education? The educational practices of the Agricultural College, and they are organized, make students able to apply theoretical knowledge which they appropriate also in practice and vice versa? In this training, become equally able to reflect and interpret reality and understand the organization of this work in society and self organizing? In an effort to demonstrate how it materializes and translates into potential education, research led to a dip in the pedagogical practices Agricultural College. The methodology adopted the case study, which won qualitative characteristic to enable a broad deepening the object subsidized by the theoretical framework for the development of research. Presents the analysis of the collected data, it summarizes what he considers more significant in terms of pedagogical practices, with all its contradictions and limitations, as well as all its polytechnic education potential. He sought the theoretical references as Marx and Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) among others, clarify and exemplify what happens and how the relationship between theory and practice in a differentiated education project, with challenges and polytechnics possibilities. One of the challenges for a polytechnic education is to maintain the collective integrated a coherent educational project pedagogically. Do not just make the integration of disciplines, if there is an ideal of common education to all. / A razão da presente pesquisa, situada na linha de pesquisa Sociedade, Conhecimento e Educação, do Programa de Pós-Graduação em Educação, Curso de Mestrado, da Universidade Estadual do Oeste do Paraná, Campus de Francisco Beltrão, é analisar os desafios da educação politécnica no contexto do Colégio Agrícola de Francisco Beltrão/PR. Educação centrada no bojo de dois elementos inseparáveis, o ensino e o trabalho, o que constituiu a principal questão da pesquisa: analisar como os princípios da educação politécnica podem estar presentes nas práticas educativas Colégio Agrícola. Assim, temos como objetivos complementares: compreender o contexto do campo e a relação com seus jovens; identificar elementos teórico-metodológicos da Educação Politécnica e algumas de suas experiências como referência para nossas análises; caracterizar o projeto educativo da educação de Ensino Médio e Profissional que é desenvolvida no Colégio Agrícola; analisar a relação entre o trabalho e a educação no ensino teórico-prático, traçando elementos que permitam demarcar como tais relações acontecem; sistematizar e analisar as práticas educativas desenvolvidas no Colégio Agrícola. Destacam-se do objetivo central e complementares as questões centrais da pesquisa: As práticas educativas no Colégio Agrícola são desenvolvidas nos princípios de uma educação politécnica? As práticas educativas do Colégio Agrícola, bem como estas se organizam, tornam os alunos capazes de aplicar os conhecimentos teóricos dos quais se apropriam também na prática e vice-versa? Nessa formação, tornam-se igualmente capazes de refletir e interpretar a realidade, bem como compreender a organização do trabalho presente na sociedade e se autoorganizar? Num esforço de demonstrar como isso se materializa e se traduz em potencialidade de educação, a pesquisa propiciou um mergulho nas práticas pedagógicas do Colégio Agrícola. Como metodologia, adotou o estudo de caso, que ganhou característica qualitativa ao possibilitar um amplo aprofundamento no objeto subsidiado pelo referencial teórico para o desenvolvimento da pesquisa. Apresenta a análise dos dados coletados, sintetiza o que considera de mais significativo em termos de práticas pedagógicas, com todas as suas contradições e limites, bem como com toda sua potencialidade de educação politécnica. Buscou nos referenciais teóricos como Marx e Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) entre outros, esclarecer e exemplificar o que é e como acontece a relação teoria e prática num projeto de educação diferenciado, com desafios e possibilidades politécnicas. Um dos desafios para uma educação politécnica é manter o coletivo integrado a um projeto educativo coerente pedagogicamente. Não basta fazer a integração das disciplinas, se não existe um ideal de educação comum a todos.

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