UMA ANÁLISE DA CONCEPÇÃO DA FUNÇÃO SOCIAL DA FORMAÇÂO PARA O TRABALHO NO CURSO TÉCNICO DE AGROPECUÁRIA INTEGRADO AO ENSINO MÉDIO DO CAMPUS CASTANHAL – IFPA

Authors

  • Felipe Garcia Passos Instituto Federal do Pará
  • Josiane Costa Almeida Instituto Federal do Pará
  • Reinaldo Eduardo da Silva Sales Instituto Federal do Pará

DOI:

https://doi.org/10.36524/profept.v6i1.913

Keywords:

Curso técnico integrado ao ensino médio, Função social da formação profissional, Ensino integrado

Abstract

The work analyzes the conception of the social function of professional training in the Agricultural Technical Course Integrated to High School at the Castanhal Campus of the Federal Institute of Pará. The study started from a bibliographic review on polytechnic and work as an educational principle, from the comparison of pedagogical projects of the 2017 and 2019 course and their experiences on this campus. The technical courses offered by the federal institutes (FIs) should ensure a holistic training that allows the dialogue between work and education, that integrates science, technology and culture and that has an educational principle at work. However, the results reveal a duality of conceptions of the social function of training for work. On the one hand there is a technical understanding and on the other the integration of knowledge. This duality implies tensioning in the daily relations between teachers, hierarchization of knowledge, split of knowledge and partial training of students, aspects that contradict the social function of the FIs

Published

28-05-2022

How to Cite

GARCIA PASSOS, Felipe; COSTA ALMEIDA, Josiane; DA SILVA SALES, Reinaldo Eduardo. UMA ANÁLISE DA CONCEPÇÃO DA FUNÇÃO SOCIAL DA FORMAÇÂO PARA O TRABALHO NO CURSO TÉCNICO DE AGROPECUÁRIA INTEGRADO AO ENSINO MÉDIO DO CAMPUS CASTANHAL – IFPA. Educação Profissional e Tecnológica em Revista, [S. l.], v. 6, n. 1, p. 25–39, 2022. DOI: 10.36524/profept.v6i1.913. Disponível em: https://ojs.ifes.edu.br/index.php/ept/article/view/913.. Acesso em: 2 aug. 2025.

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