O setor de assessoria pedagógica e as práticas de mediação às aprendizagens na EPT

Abstract

The Pedagogical Advisory Sector is present on the campuses of the Instituto Federal Farroupilha, with responsibilities directly related to the processes involving teaching and learning. This research is inserted in this context, aiming to understand and analyze the learning mediation practices developed by the Pedagogical Advisory Sectors (SAPs) of the IF Farroupilha, together with students of Integrated High School. Developed under a qualitative approach, the investigation includes the elaboration of the theoretical framework, the conducting of interviews with Technical-Administrative Servers in Education (TAEs) working in the SAP and the analysis of the collected data. The process of collecting and analyzing the information was guided by the methodological procedures worked by Szymanski (2018) and initially involved the conducting of semi-structured interviews, followed by the stages of continuous recording, transcription, construction of the reference text, the process of transcribing/reviewing/analyzing and categorization. This study addresses concepts involving the processes of mediation and cognitive development based on Vygotsky's Historical-Cultural Theory. The results demonstrated that SAP implements diverse practices that encompass mediation, advice and monitoring of the work of teachers, students, management and families, aimed at ensuring the development of institutional policies, contributing to the learning of students in integrated technical courses. Although not expressed directly, these practices reveal proximity to Vygotsky's theory, to theoretical assumptions that support the creation of Federal Institutes and to the pedagogical proposal of IFFar. However, the research also points out significant challenges to optimizing its functions and prioritizing the educational development of students, demanding the transition to a form less tied to bureaucracy, expanding the partnership with management, teachers and other professionals, acting in continuing education and strengthening the pedagogical identity of the sector. As an essential element of the professional master's degree, the textual educational product called article was prepared, considering the results of the research and the importance of sharing knowledge and educational practices in EPT. This research is linked to line 1 Educational Practices in Professional and Technological Education, Macroproject 3 - Educational Practices in the Integrated Curriculum, of the Professional Master's Program in Professional and Technological Education - PROFEPT.