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Previous issue date: 2016-02-29 / A presente pesquisa tem como objetivo geral analisar as pol?ticas de forma??o de docentespara a educa??o profissional e sua implementa??o em institui??es que ofertam essamodalidade educativa no Vale do A?u, a saber: o Campus Ipangua?u do IFRN e a UnidadeSENAC, localizada no munic?pio de Assu, ambas situadas no estado do Rio Grande do Norte.A investiga??o parte da preocupa??o de que profissionais de ?reas diversas da educa??oatuam no exerc?cio da doc?ncia na educa??o profissional desconsiderando que a doc?ncia ?um campo de conhecimento pr?prio e, como tal, exige forma??o espec?fica. Para tanto, estapesquisa ampara-se em estudos anteriores que tratam da tem?tica, tais como Machado (2008,2011, 2013), Kuenzer (2011) e Moura (2008, 2013, 2014), e que o fazem dentro de aspectosmais amplos, considerando o contexto pol?tico, econ?mico, social e cultural no qual aproblem?tica est? inserida. Nesse contexto, por abordar um objeto de estudo na perspectiva departir da realidade concreta em que prevalecem as contradi??es pr?prias do modo de produ??ocapitalista, com repercuss?es na classe trabalhadora e, consequentemente, nas pol?ticas deforma??o de seus formadores, este estudo opta pelo referencial metodol?gico do pensamentosociocr?tico, fundamentando-se em elementos te?ricos do marxismo, principalmente com baseem Frigotto (2010b). No decorrer do trabalho, al?m de ampla pesquisa bibliogr?fica, realizou-se uma an?lise das pol?ticas relacionadas ? forma??o de docentes, destacando de que forma alegisla??o brasileira trata da tem?tica ao longo da sua hist?ria, incluindo as Leis de Diretrizese Bases da Educa??o Nacional, Decretos, Resolu??es e documentos das institui??es/entidadespesquisadas. Houve tamb?m a aplica??o de question?rio com mais de 130 participantes,incluindo docentes, estudantes e gestores das referidas escolas, com o intuito de coletar dadosque exprimam como a problem?tica ?, de fato, compreendida na perspectiva dos pr?priossujeitos envolvidos no processo. Nesse sentido, verifica-se que as pol?ticas para a forma??oespec?fica dos docentes que atuam na educa??o profissional foram materializadas, ao longo dahist?ria educativa brasileira, como emergenciais, transit?rias, fragmentadas e desarticuladas,de modo que, nas escolas pesquisadas no Vale do A?u, ? poss?vel confirmar que a quasetotalidade dos docentes que atuam na ?rea t?cnica/tecnol?gica, ? qual os cursos est?ovinculados, n?o possui forma??o inicial para a doc?ncia. Al?m disso, constata-se que as a??esde forma??o continuada ainda n?o foram consolidadas. Portanto, compreende-se que, semuma forma??o que atente para os aspectos pol?tico-pedag?gicos, ficam restritas aspossibilidades de uma educa??o profissional voltada para os interesses da classe trabalhadora. / The present research points as general aim to analyze the policies in education of teachers to a professional training and their implement in institutions that offer this degree module in Vale do A?u, such as: IFRN Campus from Ipangua?u and Unidade SENAC, located in Assu, both situated in the state of Rio Grande do Norte. The investigation starts the worry that professionals from diversity areas of education develop the teaching job in degree course without considering that the teaching exercise in professional training requires a special training once that such area is a knowledge field for itself. However, this research are supported on previous surveys that approach the subject matter, such as Machado (2008, 2011, 2013), Kuenzer (2011) and Moura (2008, 2013, 2014), and they doing offering a wide vision in many aspects, considering the political, economic, social and cultural context in which the subject matters is immersed. In this context, to approach an object of study in a perspective that comes from a specific reality in which prevailing the own capitalist production contradictions, with repercussions on class workers and, consequently on policies degrees and their teachers, this research choose for methodological reference of social critical thought, supporting of theoretical elements of Marxism, mainly on Frigotto (2010b). During the research within wide bibliographical research, it was remade an analysis of the policies related to teachers professional training, pointing out how the Brazilian legislation treat the subject matters on its history long, including the Education Law (Leis de Diretrizes e Bases da Educa??o Nacional), Decrees, Resolutions and documents of the institutions/entities researched. There was also a questionnaire that was given to over 130 participants, including teachers, students and managers on named schools, with the intuition of collecting data that show how the subject matters is the fact, understood on the perspective of the own people involved in the process. In the sense, it was noticed that the policies concerning to degree module for teachers, who work on educational courses, have been faced along the Brazilian education history, something as urgency, transitional, fragmented and dismantled once, on those schools researched on Vale do A?u, it is possible to confirm almost in totally of the teachers staff who work on the technical/technological areas whose the degree module are connected, they have not a specific degree on professional training. Within this, it was noticed that the continued courses are consolidated. Therefore, understands that, without a module that focuses on political pedagogical aspects, the possibilities of a specific degree turned to the class workers interests are restricted.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21489 |
| Date | 29 February 2016 |
| Creators | Damascena, Edilza Alves |
| Contributors | 24324841420, Cabral Neto, Antonio, 05754372434, Garcia, Luciane Terra dos Santos, 00896996700, Nascimento, Jos? Mateus do, 00069278407, Silva, Lenina Lopes Soares, 10702555487, Moura, Dante Henrique |
| Publisher | 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/masterThesis |
| 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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