Trabalho de conclusão de curso organizado por projetos : uma proposta de aprendizagem coletiva no ensino médio técnico do Centro Paula Souza-SP

Abstract

The objective of the research was to analyze the organization of the Course Completion Work, through the disciplines Integrator Project I and II, from the perspective of the approach of education by action, based on the guiding guidelines of the Technical Courses of high school, in the Technical Schools of the Centro Paula Souza (ETECs). The fieldwork of the research is found in documents of the Centro Paula Souza, with the analysis of pedagogical content in three technical public schools, in the Metropolitan Region of Baixada Santista, in the State of São Paulo. The assumptions of this study are: Duarte (2001 and 2008), Saviani (2007, 2013 and 2020), Ferretti (2018), Manfredi (2002 and 2017), Hernández (1998), Gomes (2010), Morin (2000), Imbernón (2012) and Sandes e Silva (2021). The search permeated the identification of possible motivating elements of collective learning in the disciplines that lead the Course Completion Work, Integrative Project I and II. The methodological procedure used is qualitative, through documentary research, according to Minayo (2002), Bardin (2016) and Cardano (2017), in analysis of the political-pedagogical proposals for the introduction of young people in technical formacion. According to the results obtained, the project the methodology, structured in the format of Project or Product Based Learning, is a rigid system, whose theoretical-practical issues may not collaborate with practical and collective pedagogical activities in a collaborative curricular teaching-learning process. It should be noted that among the schools analyzed, ETEC Ruth Cardoso is the only one in the RMBS with EM-Tec (High School integrated with Técnico), in the same period. Their educational activities stimulated the sharing of knowledge, which could have contributed to the reduction of the dropout rate, as they presented the lowest rates in the region, in all courses; However, in technical high school, a project organized and collectively constructed through education through action was not identified, which would help to live together collaboratively. It is suggested that formative moments be organized, with continuous periodicity with coordinators, teachers and students for study, evaluation and redirection of the curricular proposal offered in the ETECs of the Centro Paula Souza, the interdisciplinary proposal, the pedagogical practice, the relationship between theory and practice, for the construction of a collective, integrated project and proposition of advances in the teaching-learning process, in order to meet the real needs of the students.