Concepção e prática do ensino médio integrado : a percepção dos professores da ETF Palmas - Tocantins

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study focuses the concept and practice of integrated education, and intended to examine the perceptions of teachers who work in this system, assumptions for the design of full training. In this sense, pedagogical dimensions will be explored, linked to the school population, attempting to relate them to various external factors such as: world of work and its implications to citizenship and vocational training in local and global contexts. Thus, to address two important questions, first, historical aspects of professional education in Brazil, traveling by chance that the social, political and ideological conflicts resulted in the design of vocational training in the country. Second, the issue on the basis of the design of full training in the context of integrated education, environmental, educational policies built into the more general social organization. The aimed results are enhanced in view of the design of full training to guide, in fact, the pedagogical-former action in high education. As the perception of the teacher who works in the system, it was identified the profile of those agents engaged in this system, and their perceptions on the design of full training, seeking the converging / diverging points between the design of full training and guiding assumptions of the Integrated High School.

ASSUNTO(S)

concepção e prática integrated high school políticas educacionais percepção dos professores educacao public policy of education ensino médio integrado perception of teacher design and practice

Documentos Relacionados