A formação do técnico em edificações no ensino médio integrado numa perspectiva omnilateral: como a Geografia pode contribuir
| dc.contributor.advisor | Reis, Márcio José dos | |
| dc.contributor.author | Andrade, João Márcio Santos de | |
| dc.date.accessioned | 2021-12-10T12:59:49Z | |
| dc.date.available | 2021-12-10T12:59:49Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | Esta dissertação aborda o processo de construção e aplicação do produto educacional, materializado em uma maquete codificada para o ensino de Edificações, onde o ensino de Geografia se constitui como foco principal do trabalho, cujo objetivo é desvelar como este componente curricular pode contribuir para a formação do técnico em Edificações, na modalidade Ensino Médio Integrado, numa perspectiva omnilateral. Norteada por uma pesquisa exploratória e de campo, dos documentos e dos sujeitos envolvidos na problemática, no Câmpus Votuporanga do Instituto Federal de São Paulo; o produto educacional foi concebido e desenvolvido ativamente por cada sujeito da pesquisa (o pesquisador, o professor de Geografia, a professora de Maquetes e a turma do 2º ano do curso técnico integrado ao Ensino Médio em Edificações) de acordo ao seu momento de atuação. O produto educacional criou forma através de uma sequência didática em quatro fases, planejada pelo pesquisador e os docentes envolvidos; e antecedida pela apresentação da pesquisa pelo professor de Geografia à turma, cujo foco foi implantar o espírito da curiosidade científica. | pt_BR |
| dc.description.abstract2 | Focused on one of the main curricular concerns of Professional and Technological Education (PTE), of how to integrate the different areas of knowledge to the student’s omnilateral training; currently being set up as support front of ProfEPT. This dissertation approaches the process of construction and application of the educational product, materialized in a scale-model coded for the teaching of Buildings, in which the teaching of Geography constitutes the main focus of the work, whose objective is to reveal how this curricular component can contribute to the training of the Buildings Technician, in the modality Secondary Education Integrated to Professional and Technical Education, in an omnilateral perspective. Guided by an exploratory and field research of the documents and subjects involved in the problem, at Campus Votuporanga of the Federal Institute of São Paulo; the educational product was conceived and actively developed by each research subject (the researcher, the Geography teacher, the scale-model teacher and the 2nd year class of the Technical Buildings course integrated to High School) according to their moment of action. The educational product created form through a didactic sequence in four phases, planned by the researcher and the educators involved; and preceded by the presentation of the research by the Geography teacher to the class, whose focus was to implant the spirit of scientific curiosity. In phase 1, there was the introducing of the researcher, and the gathering of the first evidence that the student establishes between geographic knowledge and building techniques. Phases 2 and 3 composed the main moments of registration and analysis of student participation in the proposed teaching activities, wherein made possible the correlation with systematized geographical knowledge. Phase 4 was the moment of socialization and evaluation of the educational product in the conventional event of the course of Technical Buildings, known as "Coffee with Mockups". Despite the difficulty in physically joining the two teachers during planning, the results at each stage were progressively satisfactory. Although the pedagogical documents and textbook analyzed bring disconnections between Geography and the training of the building technician, the group managed to weave them during the proposed activities. Thus it is possible to come to the present work which, despite having a thematic delimitation, is open to thematic updates and insertions from other areas of knowledge, aiming to a curricular integration between the knowledge involved in the training of the buildings technician and, above all, for the purpose to meet its major objective, focused beyond professional training, in other words, to omniterality. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.bibliographicCitation | ANDRADE, João Márcio Santos de; REIS, Márcio José dos (orientador). A formação do técnico em edificações no ensino médio integrado numa perspectiva omnilateral: como a Geografia pode contribuir. 2019. 151 f. Dissertação de Mestrado (Mestrado em Educação Profissional e Tecnológica). Programa de Pós Graduação em Educação Profissional e Tecnológica em Rede Nacional. Instituto Federal de São Paulo, 2019. | |
| dc.identifier.uri | http://repo.ifsp.edu.br/123456789/219 | |
| dc.identifier2.lattes | 3483636654660354 | |
| dc.publisher | IFSP | |
| dc.publisher.campi | SERTÃOZINHO | |
| dc.publisher.program | PósGraduação em Educação Profissional e Tecnológica em Rede Nacional (ProfEPT) | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us | |
| dc.subject.keywords | Ensino médio integrado | |
| dc.subject.keywords | Técnico em edificações | |
| dc.subject.keywords | Formação omnilateral | |
| dc.subject.keywords | Formação integral | |
| dc.subject.keywords | Ensino de geografia | |
| dc.title | A formação do técnico em edificações no ensino médio integrado numa perspectiva omnilateral: como a Geografia pode contribuir | pt_BR |
| dc.title.alternative | Building technician training in secondary education integrated from an omnilateral perspective: how Geography can contribute: how Geography can contribute | pt_BR |