O autorreconhecimento do técnico-administrativo em educação na formação integrada do Instituto Federal Farroupilha

Abstract

The Federal Institutes were created with the aim of promoting the construction of a more democratic, inclusive, integral and emancipatory society. Through these precepts, we find the omnilateral vision of the individual, which seeks to humanize him/her in his/her multidimensions and possibilities. Within this spectrum are the

Technical-Administrative in Education at IFFar, workers in education and co- participants in comprehensive human formation. However, the conception of work in

this scope is still necessary to understand what the integrated curriculum, comprehensive education, polytechnics are and what their role within this educational process is. Therefore, the research had as its general objective to analyze how the TAEs of IFFar recognize themselves as workers in education. An applied research with a qualitative approach was developed, collecting data through a semi-structured

questionnaire via a digital form with open and closed questions and also semi- structured virtual conversation circles to complement the answers on the form. The

analysis of these data was carried out from the perspective of Discursive Textual Analysis. The results showed us that this self-recognition exists in most of TAEs. In addition, the research was able to identify positive factors (Self-Recognition category) and negative factors (Lack of Knowledge and Devaluation of the TAE Career categories) that interfere in the way these employees recognize themselves in their work environment. Thus, an e-book was created, applied and evaluated to serve as a reflective tool on their realities and their actions. Finally, it was concluded that, in addition to due attention to the statements brought by the participants of this research, there is a need for continuous training/education of TAE employees at IFFar on the topics that were addressed in this work.