A relevância da didática para a formação omnilateral do aluno na educação profissional e tecnológica

Abstract

Due to the difficulties encountered in the classroom regarding the most appropriate teaching methodologies for the success of the teaching-learning relationship in Vocational and Technological Education (EPT), this work questions the real importance of didactics on the determination of methodological approaches, considering subsidiarily the simultaneous influence of multiple variables explicit or underlying the referred relationship and which are usually considered essential for the success of the educational activity. The relevance of didactics as a tool for the omnilateral training of students in EPT was also investigated. Methodologically, this work is substantiated through the bibliographic survey of the referenced works that express the multiple conceptions of several authors on the theme "Didactics", in addition to having used the qualitative instrument of bibliographic data collection, and after the compilation of the referred works, the interpretative analysis of its main concepts and their relations with the objectives of this work is carried out. The bibliographic research was carried out from books and scientific articles. The qualitative analysis of data was carried out through the dialectical method, as this approach provides the basis for a dynamic and totalizing interpretation of reality. This work also contains the main guiding concepts of practices in Vocational and Technological Education (EPT), through the materialization of an educational product in the format of a pedagogical booklet, aimed mainly at EPT students. This educational product was based on the concepts of: integrated (high school) education, interdisciplinarity, omnilaterality, polytechnics, work as an educational principle, teaching through research and other important concepts addressed in the field of Education. Thus, this writing highlights the indispensability of constant didactic reflection on the methodologies and approaches adopted for the effectiveness of the teaching-learning relationship.