Supervised Internship Conceptions and Practices in the Duque de Caxias Campus of the Federal Institute of Education, Science, and Technology of Rio de Janeiro

Autor: Martinez, Su?ze Gomes
Přispěvatelé: Souza, Jos? dos Santos, Otranto, C?lia Regina, Macedo, Jussara Marques de
Jazyk: portugalština
Rok vydání: 2014
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2021-03-23T21:40:12Z No. of bitstreams: 1 2014 - Su?ze Gomes Martinez.pdf: 2268912 bytes, checksum: e7108ad118f999e9ad3f7410d84bd823 (MD5) Made available in DSpace on 2021-03-23T21:40:12Z (GMT). No. of bitstreams: 1 2014 - Su?ze Gomes Martinez.pdf: 2268912 bytes, checksum: e7108ad118f999e9ad3f7410d84bd823 (MD5) Previous issue date: 2014-02-24 Overall changes in work, production, and in the mediation of class conflicts that took place in the last decades have been deemed responsible also for the reformulations in Professional Education, and consequently for the corresponding supervised internship ? one of the most common and controversial social practices within the area of training for the workplace ?, with the purpose of adjusting such training to the current requirements of competitiveness and productivity of enterprises. The thesis herein presented analyses conceptions and practices of supervised internship, as well as its impact upon the training of mid-level technicians [those holding and/or pursuing a secondary education degree]. For that matter, empirical references are taken from the educational activities conducted in the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ), Brazil. The IFRJ is one of the 38 Federal Institutes of the Federal Network of Professional, Scientific, and Technological Education, the pedagogical and administrative guidelines of which serve as reference for other similar educational institutions in the country. As for research methodology, it is a basic, descriptive, survey-type research, utilizing qualitative analysis; data gathering resorted to questionnaires, semi structured interviews, non-participant observation, and focus group techniques, in addition to primary and secondary bibliographic sources. For this analysis, it was taken as a sample some mid-level (secondary school level) technical courses available at the IFRJ?s Duque de Caxias Campus, namely: Technical Coursework in Plastics, and Technical Coursework in Petroleum and Gas; Technical Coursework in Occupational Safety; and the Technical Coursework on Maintenance and Support in Informatics, offered within the scope of the National Program of Integration of Professional Education with Basic Education, in the Education of Youngsters and Adults (PROEJA) modality. The analysis revealed that the supervised internship in the researched field gets away from its formative role due to its mischaracterization as theoretical-practical curricular activity, which is demonstrated by different gaps present in the development of the IFRJ supervised internship activities. To this, it must be added the lack of articulation between the supervised internship and the pedagogical proposals of the courses. In this scenario, great expectations that such experience have substantive character in the formative process were noticed on the part of students, teachers, managers, and other subjects involved in the development of supervised internship activities, which expresses some overvaluing of practice in detriment of theory in the training of technicians as if it were possible to fragment theory-practice into two distinct cognitive processes. These results allowed to concluding that the potential of this educational act is beneath the expected formative aspect, in a way such that sometimes these internship activities turn into opportunities some grantor companies use in order to hire interns for productive, rather than formative, activities, with low wages and void of benefits, depriving internship activities of its characteristics turned into precarious labor. As mudan?as no trabalho, na produ??o e na media??o do conflito de classes desencadeadas nas ?ltimas d?cadas s?o respons?veis tamb?m pelas reformula??es na Educa??o Profissional e, consequentemente, no respectivo est?gio supervisionado ? uma das pr?ticas sociais mais comuns e pol?micas na forma??o para o trabalho ?, com vistas a ajustar a forma??o do trabalhador ?s demandas atuais de competitividade e produtividade das empresas. Esta pesquisa analisa as concep??es e pr?ticas de est?gio supervisionado e seu impacto na forma??o de t?cnicos de n?vel m?dio. Para isto, toma-se como refer?ncia emp?rica o trabalho educativo do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro (IFRJ). O IFRJ ? um dos 38 Institutos Federais da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica, cujas diretrizes pedag?gicas e administrativas s?o refer?ncia para outras institui??es de ensino do pa?s. Quanto ? metodologia da pesquisa, trata-se de uma pesquisa b?sica de tipo ?levantamento?, de car?ter descritivo, valendo-se de an?lise qualitativa, sendo usados, para a coleta de dados, question?rios, entrevistas semiestruturadas, observa??o n?o participante e t?cnica de grupo focal, al?m de fontes bibliogr?ficas prim?rias e secund?rias. Para tal an?lise, tomam-se como amostra os cursos t?cnicos de n?vel m?dio ofertados no Campus Duque de Caxias do IFRJ: o Curso T?cnico em Pl?sticos e o Curso T?cnico em Petr?leo e G?s, nas modalidades integrado e concomitante; o Curso T?cnico em Seguran?a do Trabalho, na modalidade concomitante; o Curso T?cnico em Manuten??o e Suporte em Inform?tica, na modalidade integrado, ofertado no ?mbito do Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica, na modalidade Educa??o de Jovens e Adultos (PROEJA). A an?lise indicou que a atividade de est?gio supervisionado, no IFRJ, por vezes, afasta-se de seu papel formativo, devido ? sua descaracteriza??o como atividade curricular te?rico-pr?tica, como demonstram as diferentes lacunas presentes nas atividades de est?gio supervisionado na institui??o investigada. Soma-se a isso a falta de articula??o entre o est?gio supervisionado e a proposta pedag?gica dos cursos. Nesse cen?rio, constatou-se grande expectativa, por parte dos alunos, professores, gestores e demais sujeitos envolvidos nas atividades de est?gio supervisionado, de que essa experi?ncia tenha car?ter substantivo no processo formativo, expressando certa supervaloriza??o da pr?tica em detrimento da teoria na forma??o dos t?cnicos, como se fosse poss?vel fragmentar teoria-pr?tica em dois processos cognitivos distintos. Desses resultados, pode-se concluir que a potencialidade desse ato educativo est? aqu?m do aspecto formativo esperado, de modo que essas atividades de est?gio supervisionado transformam-se em prop?cia oportunidade para que algumas empresas concedentes contratem estagi?rios para exercerem atividades produtivas, em vez de atividades formativas, a baixo custo e sem encargos trabalhistas, caracterizando deturpa??o do est?gio transformado em trabalho prec?rio.
Databáze: OpenAIRE
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