O acolhimento institucional e suas contribuições ao processo formativo no ensino técnico: a percepção dos docentes

Abstract

This research is linked to the research line "Public Policies in Education, Training Processes, and Diversity" of the Graduate Program in Education at the University of Oeste Paulista – UNOESTE – Campus Presidente Prudente – SP. The main objective is to investigate the perceptions of teachers from two technical courses of a unit of the National Service for Commercial Learning of São Paulo (Senac - SP) in the interior of the state of São Paulo regarding institutional reception, analyzing how these perceptions can improve the training processes of students. It is assumed that institutional reception is fundamental for the improvement and quality of teaching and learning processes in technical education. In an attempt to achieve the proposed objectives, the work presented here is organized into four stages: 1. A bibliographic survey of works indexed in the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library Online (SCIELO), Education Resources Information Center (ERIC), the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (Capes), and Google Scholar (GA) on the topic under study, with a temporal cut from 2012 to 2023. 2. Analysis of guiding documents for technical education in Brazil since 2012, the Pedagogical Proposal of Senac - SP, and the Political-Pedagogical Project of a Senac - SP unit in the interior of the state of São Paulo, in an attempt to understand how institutional reception is addressed; 3. Data collection through a questionnaire sent to teachers of two technical courses from the same Senac - SP unit; 4. Data treatment using the content analysis technique, discussion, and interpretation of the results in light of the existing literature, and 5. Development of possible conclusions. As a result, it was found that institutional reception in technical education is vital for creating inclusive and conducive learning environments. Valuing the relationships between educators and students, along with the sensitivity of teachers to recognize the needs of learners, fosters holistic development. Here, the need to invest in ongoing teacher training is considered essential to strengthen this reception, promoting meaningful and collaborative learning spaces. In summary, reception should be a collective commitment that benefits the entire school community.