Análise do curso técnico de nível médio em administração, na forma integrada, do IFAM/Campus Manaus Zona Leste: do projeto às práticas pedagógicas

Abstract

This text is aligned with research in Management, Education and Public Policy, with the general objective of discussing the teacher conceptions who work in the Integrated High School (EMI) in Administration course, at the Institute Federal of Education, Science and Technology of Amazonas (IFAM), Manaus East Zone campus (CMZL), regarding the proposal with constant formation in the Pedagogical Project of the Course (PPC), describing how such a point is effective in their pedagogical practices everyday. The theoretical references contribute to explain the emergence and expansion of the Federal Network for Professional, Scientific and Technology (RFEPCT) at the beginning of the 20th century, as well as the emergence of EMI. The Theorists base of this investigation process were based on studies of the authors who are dedicated to contributing to the policies educational publics focused on Professional Education and Technology (EPT), EMI and educational reforms in Brazil, as example, Ciavatta, Ramos, Moura, Frigotto and Machado.The methodology used is empirical, making use of the bibliographic and documentary research technique, with qualitative approach, applied to a field of study, with exploratory-descriptive aspects, adopting as a source of data collection, analysis of the legislation document on the Course of the EMI in Administration, documental analysis of the PPC of the EMI in Administration of the CMZL and application of a questionnaire for the teachers who work at the course, available online. The analysis process and data interpretation are based on analytical tool of the Discursive Textual Analysis (ATD), based on Moraes and Galiazzi (2016), adopting as empirical categories of analysis: (1) Compliance with legislation relevant to Technical Professional Education Intermediate Level (EPTNM), (2) Basic training components and technique and (3) Integrating practices. The research drove us to conclude, among other aspects, that the PPC (2019) partially meets the signs of educational legislation relevant to the EPTNM, of in accordance with Resolution Nº. 6/2012 of the National Council of Education (CNE), referring to the National Curriculum Guidelines for the Level Technical Professional Education Medium (DCNEPTNM), specifically in its article 20, items IV and VIII. It is noticed that the PPC (2019) presents a conception pedagogical approach based in the EMI's philosophical and pedagogical proposal, related to integral human formation. It also concludes that we investigated subjects have a partial understanding of the proposal philosophical, pedagogical, political and methodological of the EMI and that even the PPC (2019) addressing the various possibilities of integration, a most of them can’t identify integrative practices and interdisciplinary.