Verticalização do ensino na EPT : trajetórias discentes e percepções acerca da educação integral

Abstract

This work was developed as part of the Professional Master's Program in Professional and Technological Education (ProfEPT), at the Federal Institute of Education, Science and Technology Farroupilha - Campus Jaguari, within the Research Line Educational Practices in Professional and Technological Education, and is linked to Macroproject 3 - Educational Practices in the Integrated Curriculum. The general objective of this research was to investigate how students of the Bachelor's degree program in Administration at IFFar - São Vicente do Sul Campus, originating from Integrated High School and Technical Education in Administration, perceive the impact of integral education and the verticalization of teaching on their life trajectories. To this end, a theoretical dialogue was established with different authors, with emphasis on Saviani (2008), Pacheco (2011), Ramos (2010), Ciavatta (2012), Frigotto, Ciavatta and Ramos (2005), Dayrell (2003, 2007), Krawczky (2014), Corrochano (2013), among others. The aim was to understand the concepts of verticalization, integrated curriculum, youth and their correlations within the formative itinerary of the students. Furthermore, a qualitative applied research study was conducted with EMI graduates of the Integrated High School program who completed the verticalization of their education in the Management and Business axis of the aforementioned campus. Data collection began with the mapping of academic production on the verticalization of education in the context of EPT. Subsequently an online form was applied to understand the profile and motivation of these students. Finally, narrative interviews were conducted to investigate the graduates' perceptions of integral education and analyze the impact of academic verticalization on their life trajectories. The results were analyzed using Content Analysis, according to Bardin (2016). It was possible to perceive that, although the concept of integral education and the discourse of EPT are appealing, they are not, by themselves, a guarantee of success, since the social context of young people has great relevance in the construction of their trajectories and must be considered in the formulation of strategies of the IFs. In this sense, the results also reinforce the relevance of the public policy that established the Federal Network, by enabling the verticalization of education, expanding opportunities for continued studies, and strengthening the social role of the Federal Institutes in democratizing access to public education. Based on this, short videos for social media were developed as an educational product, featuring excerpts from the narrative interviews, allowing visibility of parts of these life trajectories and making their journeys capable of reaching and influencing both other students and the community in general.