AUTHOR: ADAILDES BISPO DOURADO
TITLE: TEACHING WORK IN THE CONTEXT OF VERTICALIZED EDUCATION OF RIO VERDE CAMPUS GOIANO FEDERAL INSTITUTE: LIMITS AND POSSIBILITIES OF AN EMANCIPATING TRAINING (O TRABALHO DOCENTE NO CONTEXTO DO ENSINO VERTICALIZADO DO CAMPUS RIO VERDE DO INSTITUTO FEDERAL GOIANO: LIMITES E POSSIBILIDADES DE UMA FORMAÇÃO EMANCIPADORA)
ADVISOR: Prof. Dr. Lúcia Helena M. de M. Oliveira. Co-Advisor: Prof. Dr. Elizabeth Gottschalg Raimann.
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 08/17/2018
The research described results from a reflection on the teaching work in the context of the verticalized teaching of the Rio Verde Campus of Federal Goian Institute in a formation perspective that promotes human emancipation. The research anchored to Educational Policies, Management and Teacher Training research line, sought to know the limits and possibilities of human formation through the contradictions of the capitalist system, which echo both in the guiding policies of Brazilian vocational education, as in the guidelines of teacher training for this modality. Due to this, the analysis of the obtained data was made through a dialectical movement between the historical context of the public professional education in Brazil, the current model and the future that is announced from what is now posed. For this, we used instruments and procedures characteristic of a qualitative research, such as bibliographic survey on the subject, document analysis, as well as the application of questionnaires and interviews with teachers who work in the three levels of teaching in the agrarian sciences area of the campus locus of this research. From then on, it was found that the teaching work in the verticalization of teaching is imbricated in contradictions ranging from the institutionalization policy of the model to its materialization in the academic field, through the policies of teacher education and, above all, the path history of professional education in Brazil, marked essentially by submission to the capitalist dictates. The foray into each of these aspects made it possible to recognize that the dynamics show more limits than possibilities of a training that goes beyond the technical qualification aiming at the employability, being the teacher formation among the most important barriers for the resignification of the public education. Contemporary professional. Also presented as barriers, the political-pedagogical characteristic of teaching materialized in the curricular organization of the courses, primarily focused on vocational training, and the teaching, research and extension activities that do not yet occur, in an equitable manner, meeting the assumptions of articulation between work, science and culture. Another limiting factor is the non-provision of Integrated High School and the teacher's way of thinking about the social function of professional public education, which, for the most part, considers to be the formation of labor with a view to a competitive market. In conclusion, therefore, the offer of courses from the basic to superior level, in the same educational institution is an important germ for breaking the solid division of classes already perpetuated in the history of professional education, since it provides to the individual, a formation that tries to overcome the supremacy of the technical instrumentalization prioritized by professional education in all its moments, however, so this model solidifies itself as well as forming individuals aware of their agent role of transformation in the society which they live in, new public policies that are sufficiently robust to meet this goal are needed.