A educação profissional e tecnológica como potencialização emancipatória: vivências e representações

Abstract

This dissertation, linked to the Professional and Technological Education Graduate Program (ProfEPT) and part of the research line "Educational Practices in EPT" and the macro-project "Methodological Proposals and Teaching Resources in Formal and Non-Formal EPT Teaching Spaces", investigated Professional and Technological Education as an emancipatory enhancement: experiences and representations in the context of Integrated High School. Thus, this study sought to understand the experiences and representations of emancipatory education of five teachers from two Integrated Technical Courses at the Federal Institute of Education, Science and Technology/Jaguari Campus (RS), and their contributions regarding the concept of emancipatory education. The specific objectives were: to map the scientific production on emancipatory education in Integrated High School; to understand the formative paths and professional motivation of teachers to work in Integrated High School; to identify the representations of teachers' emancipatory educational practices; to analyze institutional policies (PDI, PPC, and PPE) regarding emancipation in Integrated High School; and to systematize an educational product that would collaborate with teacher training in view of emancipatory education. The aim was to provide a reflective analysis of the emancipatory representations that constitute the investigated educational space. The final proposal consisted of the creation of an educational product that represented the main approaches regarding the participants' emancipatory training, which enabled contributions for the institution to expand and deepen the dialogue on emancipatory educational practices in Integrated High School. The narratives of the difficulties and potentialities pointed out by the participants during the research were addressed, aiming to contribute to the quality offered in the teaching process within the context of emancipation in Integrated High School. It was characterized as an exploratory field research, with a qualitative approach, and was based on semi-structured interviews as the investigative conduct for data collection, which were analyzed through Content Analysis. The results showed that, although there are pedagogical practices congruent with an emancipatory education perspective, these manifest themselves occasionally and are often tensioned by structural and institutional limits, such as curricular fragmentation, pressure for results, and the predominance of a technicist logic. The teachers' narratives revealed that emancipatory education is understood as a collective, critical, and formative process, associated with students' intellectual autonomy, a critical reading of reality, and the articulation between theory and practice. The documentary analysis indicated that although institutional documents present theoretical gaps and traces of a "technical reductionism", emancipation materializes in the praxis of these five interviewed teachers. As a contribution, the research systematized an educational product focused on teacher training, structured in conversation circles, with the objective of promoting critical reflection on educational practices and strengthening the construction of an emancipatory education within the scope of Integrated High School. It was concluded that Professional and Technological Education has the potential to promote the emancipatory education of subjects, provided that critical, integrative pedagogical practices committed to integral human formation are strengthened, overcoming technicist reductionisms and expanding the social role of education.