Estágio curricular obrigatório para formação integral no Curso de Agricultura do IFFAR- Panambi

Abstract

This dissertation is a prerequisite for obtaining a master's degree in the Postgraduate Program in Professional and Technological Education (PROFEPT) - Jaguari Campus. This study is part of research line 2 “Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT)”. In Federal Institutes (IFs), EPT is offered through their courses that are established according to the demands of the society that surrounds them. These have among their objectives and purposes the development of educational activities that aim at professional qualification with excellence and seek the omnilateral and integral formation of students. In the formative process, one of the essential moments for the development of students occurs through the mandatory curricular internship, which is carried out between the educational institution and the companies, and constitutes an instrument of integration between education and work, highlighting the latter as an educational principle and research as a pedagogical principle. In these non-formal educational spaces, students carry out professional practice, thus developing their technical training and strengthening their comprehensive education. Given this context, it is essential to understand the internship process and analyze how these environments can contribute to the comprehensive training of students throughout their educational trajectory. Thus, this dissertation has as its general objective to understand the limits and possibilities of the Mandatory Supervised Curricular Internship (ECSO) in the comprehensive training of students in the Technical Course in Agriculture (TAG). To achieve the general objective, we conducted our study through specific objectives, where: we analyzed the documents that standardize and regulate the internship process in the TAG Course of IFFar; we learned about the practical process of internships in companies through the narratives of supervisors; we verified the interns' perception of the contribution of the internship to their technical and omnilateral training for the world of work; and finally, we developed a guide as an educational product generated from the data acquired in this dissertation. The methodology used was a qualitative-quantitative and exploratory approach, where we used bibliographic references, documentation, and legislation as the basis for the investigation. Two types of tools were used: a questionnaire with closed questions, developed based on the Likert scale, and open questions that were applied to TAG interns who carried out ECSO between the second semester of 2022 and the second semester of 2024, and with the supervisors, we conducted interviews with semi-structured questions. The data collected from both interns and supervisors were analyzed based on Bardin's (2016) content analysis method. The research revealed that the internship process takes place in such a way that teaching/learning practices are developed focused on academicism, and there is no knowledge among the investigated individuals of the objectives of comprehensive training. Thus, we prepared the information guide with the purpose of contributing to the training of the subjects involved in the ECSO process. We conclude that this study provided information and knowledge about the TAG course, the internship, and comprehensive training, and thus, collaborating for greater integration with the places that provide these internships, reinforcing and consolidating the purposes of the IFs in EPT.