As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos

Abstract

This master's research was carried out in the Graduate Program in Education at the Universidade do Oeste Paulista (Unoeste) in Line 1: Public Policies in Education, Training Processes and Diversity. The investigated issue emerged from the experiences of the researcher, who works in the pedagogical management of the Paula Souza Center (CPS), observing in her daily life the difficulties of teachers in using active methodologies in professionalizing technical courses. The general objective was to propose indicators and/or guidelines for the use of active methodologies in professional education, through the conceptions of CPS pedagogical coordinators regarding educational policies and practices related to the topic, in the sphere of micropolitics. To meet the general objective, three specific objectives were proposed. A study was carried out for each one, which resulted in the production of three articles and, as a result, the dissertation was structured in a multipaper format. In section 1, the researcher's motivations and the theoretical foundation of the research were described, as well as a brief history of the CPS, the research question, objectives, data collection, selection and analysis procedures, and an analytical summary of the chapters. This is a qualitative research which article I included a systematic review in a time frame of the last 10 years. Article II brings the survey and historiographical documentary analysis of educational public policies since the publication of LDB 1996. Article III was based on the application of an open and online questionnaire, with data refinement through the IRaMuTeQ software. procedures in each article). Section 2 was divided into three articles: Article 1, in which the theoretical assumptions about educational policies aimed at professional education in Brazil were discussed; Article 2, written regarding the Document Analysis of educational policies in the context of professional education; Article 3, which brings the Conceptions of pedagogical coordinators at the Centro Paula Souza regarding the implementation of educational policies for the use of active methodologies in professional education. As a result, there are few scientific productions within the theme, when considering the databases used. In general, the guidelines found in the documents analyzed are aimed at policies for expanding vacancies and regulating the provision of technical courses. Pedagogical coordinators do not understand the importance of educational policies to support their work. We conclude that greater investment in research that articulates these themes is necessary. In order for institutions to overcome difficulties in implementing active methodologies, it is believed that the creation of guidelines with strands aimed at the use of active methodologies can contribute to this systematization.