Desafios e avanços nas práticas educativas no curso técnico em agropecuária integrado ao ensino médio: impacto das legislações na formação profissional

Abstract

Professional education in Brazil has its roots in a welfare model aimed at integrating disadvantaged individuals into the workforce. With the creation of Federal Institutes in 2008, educational policies began to prioritize a more integrated and comprehensive education. This research analyzed the impact of changes in legislation regulating practical activities in the Technical Course in Agriculture integrated with High School at the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus São Vicente do Sul (IFFar–SVS), highlighting the pedagogical implications for students' professional training. The study is linked to Research Line: Educational Practices in Professional and Technological Education (PTE) and Macroproject 3, which deals with educational practices in the integrated curriculum. The research investigated the impact of regulatory changes on the institution's educational practices, analyzing the periods before and after the legislative changes. These practices range from theoretical classes to pedagogical activities carried out in various agricultural sectors, spaces in which students develop experiences and skills essential for comprehensive human development and conscious integration into the world of work. Methodologically, the research is characterized as exploratory and descriptive, with a qualitative approach. Data collection involved different procedures, including bibliographic and documentary research, focusing on the legislation that regulates practical activities, as well as interviews with teachers and administrative technicians who experienced different moments of technical education at IFFar–SVS. Discourse analysis was adopted for the treatment and interpretation of the data, enabling an understanding of the participants' perceptions of the transformations in educational practices and their impacts on student training. Restrictions imposed by regulations, such as the 1990 Statute of Children and Adolescents, Law n.o 11,788/2008 (on internships for minors), and changes in Agricultural Technical Education in Brazil after the enactment of the 1996 Law of Directives and Bases (LDB) were also analyzed. By comparing the periods before and after the implementation of the legislation, the study sought to understand the transformations in educational practices, highlighting advances, setbacks, and challenges. The results provided an understanding of the impact of legislative changes and highlighted the need for training policies that reconcile safety, innovation, and student leadership in the professional training of students and in the practices of educators. As an educational product, a manual was developed for the implementation of practical activities in the Agricultural Technician course, serving as a support tool for student training. In addition, this research contributes to the reflection on the transformations in Technical Education in Brazil and will assist in the construction of solutions for the challenges identified, improving the professional training of students in an educational context in constant transformation.