Trabalho, educação profissional e currículo no IFG Campus Uruaçu na percepção de estudantes do curso de licenciatura em química e bacharelado em engenharia civil : tensões, desafios e perspectivas

Abstract

This study discusses and analyzes the work and its relations with professional education based on the analysis of IFG's curricular proposal and institutional policy, in particular the integral formation contemplated in theoretical discussions, legal documents, and the possibility of this formation reaching Higher education of the Degree in Chemistry and Bachelor of Civil Engineering courses at Campus Uruaçu perceived from the student's eyes. The question then arises: what is the work perspective of IFG higher education, in particular its curriculum based on its institutional policy from the student's point of view of these courses at Campus Uruaçu? The theoretical contribution starts from the critical perspective of authors such as Marx (1980), Gramsci (1989), Frigotto (2010), Antunes (2009), Kuenzer (1985), Manacorda (2010), among others, in contrast to Locke's theory ( 1994), in addition to the official documents of the IFG, such as its Institutional Development Plan - PDI, the Basic Document of Professional Education and the Pedagogical Projects of the Courses - PPC. The study is qualitative and was developed through literature review, documentary and field research. The subjects of the research are the students of the last periods of the superior courses of the Degree in Chemistry and Bachelor of Civil Engineering of Campus Uruaçu, because they are finishing and are closer to the relationships that involve human formation, work and education, as well as as its insertion in the world of work. It is concluded that the work contemplated in IFG's higher education starts from the perspective that it is an educational principle, as demonstrated by its legal documents that guide its institutional policy. Thus, the perspective of the curriculum must be articulated, integrating the technical knowledge with the general, an integrated curriculum that leads to the individual an integral formation. This curricular proposal was also presented in legal documents and supported by theorists who defend the articulation between work and education. From the student's point of view, certain weaknesses were highlighted, as work as an educational principle and integrated curriculum are not yet effectively perceived by the student. On the contrary, what he pointed out was vulnerability about the relationship theory and practice, a perception of education focused mainly on the labor market, difficulty of insertion in the world of work, among other points. We emphasize that because of this, living in this context of constant changes in the world of work and which leads us to seek professional training focused mainly on the market, lightened and immediate training is due to this neoliberal policy that is present and is permeated by whole society.