Aspectos de caráter crítico-social no curso técnico em administração integrado ao ensino médio: um estudo de caso a partir dos trabalhos de conclusão de curso dos estudantes
Martins, Reginaldo Marcos
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The technical-vocational education is historically analyzed as promoter of an education that envisages essentially to lead the subjects to the development of professional competences to meet the demands of the labor market, being politically used for the maintenance of the capitalist economic order. This qualitative research (BODGAN and BIKLEN, 1994; CHIZZOTTI, 2003; CRESWELL, 2010) sought, through a case study (YIN, 2001; GIL, 2002), to analyze the critical aspects and social concerns present. in the course conclusion works (TCC) of students graduating from the Technical Course in Integrated Administration to High School of ETEC de Piedade (SP). The possible influences of the educative practices of teachers of this course, which present critical biases (SAVIANI, 2012; FRIGOTTO, CIAVATA and RAMOS, 2012), on the formation of these students are analyzed. The research data inherent to the course teachers were obtained through interviews, through a script of semi-structured questions (POUPART, 2014). Regarding the students, the research data were obtained through thorough reading of their CBT and conversations conducted through discussion groups (WELLER, 2013). The data obtained indicate that the thematic choices and the development of the students' TCC present significant influences of the subjects of human, political and social formation offered within the Technical Management course, as well as the organizational culture of ETEC de Piedade. These aspects were analyzed according to the assumptions of the Historical-Critical Pedagogy (SAVIANI, 2012; FRIGOTTO, 2012), considering the contradictions between the professional training assumptions of the Administrator and the training offered to students within the scope of ETEC de Piedade. In the Technical Course of Administration of this institution, educational situations are perceived that characterize resistances to the capitalist logic (HILL, 2003) and possibilities of offering a human and citizen formation, which overcomes the essentially technical bias inherent in the technical-vocational courses.
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