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Previous issue date: 2014-02-26 / Elaborada no cen?rio do Instituto Metr?pole Digital (IMD) ? unidade suplementar da
Universidade Federal do Rio Grande do Norte que atua na forma??o de pessoal com
cursos de n?vel t?cnico e superior, sendo a forma??o de n?vel t?cnico, associada a um
processo de inclus?o digital, com o prop?sito de atrair jovens para a ?rea de TI, com
?nfases em Desenvolvimento de Software e Hardware ?, esta Tese objetiva Investigar
a mudan?a cognitiva de jovem aprendiz da Educa??o Tecnol?gica e seu ingresso no
mercado de trabalho, a partir da forma??o e da inclus?o social proposta pelo Instituto
Metr?pole Digital, compreender a produ??o de subjetividade juvenil a partir da
Educa??o Tecnol?gica do Instituto Metr?pole Digital para a atua??o no mercado de
trabalho; conhecer pol?ticas p?blicas brasileiras de qualifica??o profissional para a
juventude e identificar o papel da Tutoria no processo de aprendizagem no curso de
forma??o do jovem aprendiz da Educa??o Tecnol?gica proposta pelo Instituto
Metr?pole Digital. O recorte do objeto de investiga??o foi o processo de mudan?a
cognitiva e constitui??o da subjetividade do jovem aprendiz em Tecnologia da
Informa??o (TI) no IMD. Busca suporte na teoria freireana como proposta que
problematiza as pol?ticas e o processo de forma??o e qualifica??o profissional, na
perspectiva de uma consci?ncia cidad? e libertadora. De cunho qualitativo e
etnogr?fico, descritivo-explicativo, conta com a participa??o de jovens, alunos do
ensino m?dio oriundos de escolas p?blicas e privadas, com idades entre 15 e 18 anos.
Constata aspectos fortes: que houve mudan?a cognitiva do jovem aprendiz da
Educa??o Tecnol?gica na ultrapassagem do ensino m?dio para o estudante do
Instituto Metr?pole Digital; que acontece a inser??o social para ?queles que
permanecem no curso, tanto no bairro onde reside quanto na escola onde cursou o
ensino m?dio, o jovem ? reconhecido e torna-se refer?ncia para outros jovens,
favorecendo-o uma proje??o de vida; que, quando a atua??o da Tutoria ? motivadora
para a aprendizagem, exerce uma influ?ncia positiva para o jovem na continuidade
dos estudos, possibilita afilia??o institucional e intelectual e a continuidade nos
investimentos para a vida acad?mica visando uma melhor inser??o no mercado de
trabalho, o que remete ? modifica??o do projeto de vida ? investir numa forma??o
acad?mica, em troca de um emprego t?cnico no mercado de trabalho. Aponta
aspectos fracos: aus?ncia do professor no Curso, em seu papel mais importante, que
envolve consci?ncia da sua condi??o em a??o, na posi??o expl?cita que o exerc?cio
profissional constitui na medida em que essa constitui??o requer reciprocidade de
seus alunos e do contexto em que atua; uma fr?gil forma??o da Tutoria, aus?ncia de
di?logos em sala de aula que favore?a a forma??o sujeito da aprendizagem,
principalmente na a??o orientadora, mediadora do jovem; verifica-se a aus?ncia de
proposta metodol?gica visando o desenvolvimento de Projetos reais do mercado de
trabalho com resolu??o de problemas e aprendizagem colaborativa. Considera que
sem converter informa??o em conhecimento n?o ? poss?vel discernir com suficiente
clareza que n?o h? rela??o causal direta entre Educa??o Profissional e Tecnol?gica e
o n?vel de empregabilidade do jovem trabalhador certificado. Sugere para a evas?o:
um maior conhecimento da realidade do aluno do Instituto Metr?pole Digital; melhor
conhecimento sobre juventude e as expectativas de projeto de vida; que a Tutoria
passe a ser Professor-tutor; investir nas condi??es de empregabilidade efetiva do
jovem no mercado de trabalho. / This thesis was elaborated in the scenario of Digital Metropolis Institute (IMD) ? a
supplementary unit at the Federal University of Rio Grande do Norte in the training of
personnel with technical and higher level courses whose technical level training is
associated with a process of digital inclusion, with the purpose of attracting young
people to this area, with emphasis on Software and Hardware Development. It aims to
investigate the cognitive change of young apprentice on technological education and
his/her entrance into the labor market, through the formation and the social inclusion
proposed by the Instituto Metr?pole Digital; understanding the juvenile subjectivity
production through the Instituto Metr?pole Digital?s education by performance in the
labor market; recognizing the Brazilian professional qualification public policies for
youth and identifying the role of Tutoring in the learning process during the course of
formation of the young apprentice of the technological education proposed by the
Instituto Metr?pole Digital.The clipping of the object of investigation was the process
of cognitive change and constitution of subjectivity of the young apprentice in
information technology (IT) in the IMD. It was searched support in theory Freireana as
proposal that problematizes the policies and the process of formation and professional
qualification, in the perspective of a citizen and liberating consciousness. By qualitative
and ethnographic nature, descriptive-explanatory, it counts with the participation of
young people, high school students from public and private schools, aged between 15
and 18 years. There are strong aspects: a cognitive change on the young apprentice
of technological education onto overdrive high school as the student of the Instituto
Metr?pole Digital; it happened the social integration for those who remain in the course,
both in the neighborhood where they reside and at school where he attended high
school, the young man is recognized and becomes reference to other young, favoring
him a life projection which when the activities of mentoring is learning motivator, it
exerts a positive influence to the young on the continuity of studies, it provides
intellectual and institutional affiliation and continuity in the investments to the academic
life for a better insertion in the labor market, which refers to the modification of the life
project-invest in academic training, in exchange for a technical job in the labor market.
There are weak aspects: the absence of professor in the course, in his most important
role, which involves awareness of his/her condition in action, in explicit position that
the professional practice constitutes as this constitution requires reciprocity of its
students and the context in which it operates; fragile formation of mentoring, absence
of dialogues in the classroom that favors the formation of subject learning, mainly in
guiding action, mediator of the young; There is a lack of methodological proposal to
develop real projects on the labor market with problem solving and collaborative
learning. It considers that without converting information into knowledge cannot discern
clearly enough that there is no direct causal relationship between Professional and
technological Education and the level of employability of the young worker certificate.
It suggests to the evasion: a greater knowledge of the reality of the student of the
Institute Metropolis Digital; better knowledge of youth and their expectations of life
project; the Tutoring will be Teacher-tutor; investing in employability conditions
effective the young into the labor market.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19302 |
| Date | 26 February 2014 |
| Creators | Assun??o, Zoraia da Silva |
| Contributors | 13679465491, http://lattes.cnpq.br/8288579916239009, Freitas, Alessandra Cardozo de, 70399239472, http://lattes.cnpq.br/4424220937257634, Andrade, Erika dos Reis Gusmao, 34252819504, http://lattes.cnpq.br/0778953049451033, Coutinho, Karyne Dias, 93225873004, http://lattes.cnpq.br/6013805360280552, Costa, Maria Antonia Teixeira da, 27177530444, http://lattes.cnpq.br/9358515107715162, Cysneiros, Paulo Gileno, 01025287487, http://lattes.cnpq.br/5486517825557523, Coelho, Maria das Gra?as Pinto |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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