Dissertations / Theses on the topic 'Formal vocational education'

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The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil.
A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.

Virtually all government and industry information and control systems rely upon computer professionals for systems development and maintenance. With the national workforce growing at only one percent annually and enrollments in computer and information sciences college programs declining, the need exists to obtain a continued contribution of good work from our existing workforce. A multiple-phase, multiple-case study research project was performed to develop an understanding of how technical currency is maintained, not as a discrete phenomenon, but within the setting of the work environment, considering project experiences, organizational relationships, professional preparation and continuing professional education, and individual motivation. Previous research indicated that project experiences contributed to, or provided a vehicle for, maintaining technical currency. Maintaining technical currency was found to require a continuous process involving organizational relationships, the individual's perceived value in the organization, constant assessments and evaluations of current and desired project involvement or position attainment, repeated and varied learning episodes, and actual project experiences. Individuals were motivated to take specific actions, such as participating in training courses, when such action was expected to yield a benefit. Project experiences alone were not sufficient to maintain technical currency, although they were an essential element. While formal education in preparation for a career was critical, formal courses did not contribute as significantly as other forms of continuing professional education to maintaining technical currency. A Technical Currency Model was generated that explains how individuals expend energy in one or more of five focus areas depending on their motivation at the time: (a) technical qualification for a project or position; (b) political qualification for a project or position; (c) performing on a project or in a position; (d) determining that change is appropriate; and (e) seeking the next project or position.
Ph. D.

This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra. The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible. Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth. The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.

Pastaraisiais metais Lietuva patyrė daugybę pokyčių – visuomenėje, pramonės šakose, politikoje, neaplenkė jie ir švietimo. Įdiegus naujus darbo metodus bei technologijas, iškilo būtinybė plėtoti visą gyvenimą trunkančio mokymosi idėjas, nes ekonominė bei socialinė kaita tokia didelė, kad norint išlikti paklausiam darbo rinkoje, teks ne kartą keisti specialybę ar nuolat kelti kvalifikaciją. Dabartinė profesinio rengimo sistema jau nebesugeba pilnai patenkinti darbo rinkos poreikių. Daugelyje Europos šalių jau yra įdiegtos, kitur dar ruošiamasi diegti (tame tarpe ir Lietuvoje) neformaliojo mokymosi pripažinimo sistemas. Tyrimo tikslas - atskleisti mokymosi rezultatų vertinimo ypatumus neformaliajame profesiniame suaugusiųjų mokyme. Siekiant realizuoti darbe užsibrėžtus tikslą bei uždavinius, buvo taikyti šie tyrimo metodai: 1. Teoriniai: mokslinės literatūros, publikacijų bei norminių dokumentų, reglamentuojančių neformalų profesinį rengimą, analizė; 2 .Diagnostiniai: parengti du klausimynai ir atlikta neformalaus profesinio mokymo centro besimokančių suaugusiųjų bei mokymo vadovų anketinė apklausa, kurios metu tirti neformaliajame profesiniame mokyme taikomi vertinimo metodai bei nuomonės apie jų taikymo tikslingumą; 3. Matematiniai statistiniai metodai: tyrimo duomenų apdorojimui, procentinių dažnių, suderinamumo kriterijų apskaičiavimui bei demonstracijai buvo naudojamos kompiuterinės programos SPSS 12.0 ir Microsoft Office Excel 2003. Tyrimo tikslinės grupės: privačios... [toliau žr. visą tekstą]
During recent years Lithuania has experienced many changes in society, trade and education. After implementing new work methods and technologies it became essential to spread the ideas of Life Long Learning, as economical and social shifts made people change their specialities or constantly improve their professional skills. The present system of vocational training doesn’t meet marketing needs. Many European countries are going to (e.g. Lithuania) or have already implanted the acceptance systems of non-formal education. The aim of the research is to reveal the peculiarities of progress assessment in non-formal adult education during the process of vocational training. While seeking to reach the goal and the tasks two research methods were applied: 1. Theoretical: the analysis of nonfiction material, publications and standard documents regulating non-formal professional training; 2. Diagnostic: two questionnaires were prepared to be given to adult learners and their educators about the methods of progress assessment and their implementation in non-formal education during the process of vocational training in education centre. 3. Mathematical statistical methods: computer programs SPSS 12.0 and Microsoft Office Excel 2003 were applied for data-processing, rate percentage and estimate as well as demonstration of criteria compatibility. The objective groups consisted of respondents of education centre belonging to private enterprise that were following the programs of public... [to full text]

Mokymosi visą gyvenimą samprata šiuolaikinėje visuomenėje reikalauja naujo traktavimo būdo: tai ne tradicinis kvalifikacijos kėlimas, o naujas žinių vadybos būdas. Nagrinėjamas industrinio kapitalo virsmas į žmoniškąjį kapitalą, kuris vaidina vis svarbesnį vaidmenį. Europos Sąjungos strateginiai dokumentai, reglamentuojantys mokymosi visą gyvenimą yra orientuoti į žiniomis pagrįstus modelius, tačiau šalys narės skirtingai įgyvendina šias koncepcijas (nagrinėjama Europos šalių geroji patirtis). Struktūrinė Europos Sąjungos fondų parama atvėrė galimybę sustiprinti mokymosi visą gyvenimą efektyvumą, tačiau paramos panaudojimas Lietuvoje žmoniškųjų išteklių plėtrai buvo daugiau chaotiškas (strategiškai neapgalvotas), nenukreiptas į modelių struktūrines permainas.
Conception of Lifelong learning in contemporary society demands new approach: its not traditional training in service, but new method of knowledge management. Industrial capital converts to human capital, what plays more important role. Strategically documents of Europe union, which regulate lifelong learning, are orientated to knowledge based models, but European countries implement these models in different ways. Structural support of EU funds made an opportunity to strengthen/enhance the effectiveness of lifelong learning in Lithuania, but the use of support was chaotic and not directed to changes of models structure.

De nos jours, la transmission du patrimoine culturel immatériel reste une problématique internationale qui touche à la fois la question de conservation de notre passé et la question actuelle du développement de l’économie créative. Cependant, cette transmission se réalise à travers de différents biais éducatifs, qui pourraient être formels ou non formels, qui pourraient viser à former les professionnels ou les amateurs. Cette présente thèse a choisi le patrimoine artisanal et sa transmission comme le sujet de recherche, avec une attention particulière portée sur les formations formelles et non formelles, qui sont considérées comme les dispositifs de transmission professionnelle du patrimoine artisanal, le chercheur s’est approché vers un terrain spécifique, celui de l’artisanat de la céramique et a mené une étude comparative sur les formations formelles et non formelles, organisées dans les deux sociétés contrastées dont celle de la Chine et celle de la France, qui transmettent cet artisanat. En analysant les discours de 28 céramistes dont 14 céramistes indépendants (7 Chinois et 7 Français) et 14 céramistes salariés (7 Chinois et 7 Français), cette thèse vise à faire comprendre quels sont actuellement les modes (formels et non formels) de formation professionnelle en artisanat de la céramique, les plus respectivement favorisés par les céramistes praticiens en Chine et en France. Des perspectives sont dégagées sur les similarités et les écarts dans les comportements et les routines des activités de transfert, d’appropriation des savoirs et des savoir-faire concernés et de création à partir des savoirs et des savoir-faire transmis de chacun des modes de formation, employés dans ces deux contextes sociaux dissemblables que sont ceux de la Chine et de la France
Today, the transmission of intangible cultural heritage remains an international issue that touches not only the preservation of the past but also the practical question of the development of creative economy. However, this transmission can be realized via various educational channels, whether it is formal or non-formal, which could aim to train professionals or amateurs. This thesis decided to choose the artisanal heritage and its transmission as the research subject, with a particular focus on formal and non-formal formations, which are considered as devices for the professional transmission of the artisanal heritage. The author advanced the topic towards a specific field, that of the craft of ceramics and carried out a comparative study on formal and non-formal formations, organized under the context of two contrasting societies, that of China and France, which transmit this craft. By analyzing the talks of 28 ceramists, including 14 independent ceramists (7 Chinese and 7 French) and 14 ceramists-employees (7 Chinese and 7 French), this thesis aims to offer a clear understanding on what are the prevailing modes (formal and non-formal) of vocational training in the craft of ceramics, that favored mostly by the ceramic practitioners in China and France. Observations and perspectives have been made on the similarities and differences in terms of practices and routines of transfer, acquisition, and creation of knowledge and the know-how of each of the training mode, adopted under the different social contexts of China and France, which are marked by sharp contrasts

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A presente tese investiga a necessidade de ressignificação da identidade profissional dos docentes da Educação Profissional Técnica de Nível Médio - Forma Integrada no IFSul – Campus Pelotas, possibilitada pelo Decreto Nº 5154/04, bem como as possibilidades e potencialidades da construção de um organismo coletivo na perspectiva gramsciana que possibilite tal ressignificação, no sentido de que os professores venham a constituir-se como intelectuais orgânicos vinculados a classe que vive do trabalho. A relevância dessa pesquisa está atrelada ao fato de a integração de que trata o referido decreto ser considerada uma base para a travessia em direção ao ensino médio politécnico e a superação da dualidade estrutura, que se faz presente no sistema educacional brasileiro desde a época do Brasil Colônia e que tem por função trabalhar em prol da manutenção da estratificação social à medida que oferece educações distintas: uma para a elite com o intuito de formar dirigentes e outra para a classe trabalhadora com o propósito de formar dirigidos, de forma mais contundente no nível médio de ensino. Educação profissional constitui-se como arena de disputa ideológica que historicamente encontra-se a serviço da classe hegemônica, mas que pode assumir-se como contra-hegemônica corroborando para a superação do modelo civilizatório o qual está imbricado com os pressupostos da concepção de Educação Ambiental Transformadora, visto que essa desempenha papel complexo, não se limitando ao compromisso apenas com as mudanças ambientais, mas também com as questões sociais, na busca permanente de um novo modelo civilizatório. Neste sentido o papel do professor torna-se tanto mais importante, quanto mais ele possa contribuir para elevar o nível cultural da população, chegar a uma representação coerente da realidade, atingir maior grau de politização, para que realize a sua passagem, como classe, do senso comum a uma concepção de vida superior. Dentro desta perspectiva definiu-se como tese que a integração do ensino técnico ao médio, está, entre outros fatores, condicionada à permanente ressignificação da identidade profissional dos docentes, processo indispensável para que eles se constituam como intelectuais orgânicos vinculados à classe que vive do trabalho, tendo sua concretude possibilitada por meio de um “organismo coletivo”. Para tanto se acredita na constituição de um organismo coletivo no chão da escola sustentado por princípios éticos, determinados no interior da coletividade e assumidos por cada um de seus componentes singulares, viabilizando a constituição da vontade coletiva nacional-popular do qual os professores possam sentir-se parte precisa ser compreendida como elaboração de uma vontade e pensamento coletivos, obtidos através do esforço individual concreto, oportunizando a emergência da unidade necessária para alcançar o objetivo. A estratégia investigativa aconteceu em dois momentos. O primeiro momento com a realização de entrevistas semiestruturadas com um membro da diretoria de ensino, os supervisores pedagógicos, os coordenadores dos cursos técnicos integrados do IFSul – Campus Pelotas e os coordenadores das três subáreas que compõem a área da formação geral. O segundo momento teve como foco de análise os professores dos cursos de CVI e DIN, ambos pertencentes à Coordenadoria da Área de Design, os quais participaram de um grupo focal. Após a caminhada realizada nesta pesquisa torna-se possível afirmar que a construção do organismo coletivo no chão da escola é possível e contempla uma potencialidade significativa para a necessária ressignificação da identidade docente dos professores.
This thesis investigates the need to redefine the significance of the professional identity of teachers from the Vocational Technical Secondary Education - Integrated Form at IFSul - Campus Pelotas, made possible by Decree No. 5154/04, as well as the possibilities and potential for building a collective organism in the Gramscian perspective that enables such redefinition, in the sense that the teachers are constituted as organic intellectuals belonging to the working class. This research relevance is related to the fact that integration, according to the referred decree, is considered a basis for the crossing towards to secondary polytechnic education and the overcoming of duality structure, which is present in the Brazilian educational system since the time of colonial Brazil, and which has te function to work for the maintenance of social stratification, while offers distinct educations: one for the elite in order to train leaders, and another for the working class for the purpose of forming followers, more decisively in secondary level teaching. Vocational education is constituted as an arena of ideological struggle, which historically lies in the service of the hegemonic class, but it can be assumed as counter-hegemonic, corroborating to overcome the civilizational model which is imbricated with the assumptions of the Transformative Environmental Education, since this plays a complex role, not limited only to the commitment to environmental changes, but also with social issues, in constant search of a new civilization model. In this sense the teacher's role becomes even more important, they can help more to raise the cultural level of the population, reaching a coherent representation of reality, achieving a greater degree of politicization, which conducts their passage, as a class, from the common sense to a higher conception of life. Within this perspective it was defined as thesis that the integration of technical education to secondary education, is among other factors, conditional to the permanent redefinition of the professional identity of teachers, essential process so that they are constituted as organic intellectuals belonging to the working class, having their concreteness made possible through a "collective organism". For that we believe in the constitution of a collective body on the school's floor sustained by ethical principles, determined within the collectivity and assumed by each one of its individual components, enabling the establishment of the national-popular collective will, from which teachers may feel part of, and it needs to be comprehended as elaboration of a collective will and thought, obtained through concrete individual effort, providing the emergency of the necessary opportunity to achieve the goal. The investigative strategy happened in two moments. The first moment with semi-structured interviews with a member of the direction, pedagogical supervisors, coordinators of integrated technical courses at IFSul - Campus Pelotas and the coordinators of the three sub-areas that comprise the area of general education. The second moment had analysis focus on teachers from CVI and DIN courses, both belonging to the Coordinationg Body of Design Area, who participated in a focus group. After the progress made in this research, it becomes possible to say that the construction of the collective body on the school's floor is possible and offers a significant potential for the necessary redefinition of the professional identity of teachers.

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This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work
Esta ? uma investiga??o acerca da pol?tica de forma??o inicial de professores materializada pelo governo federal, no contexto educacional brasileiro, nos anos de 1990. Parte do pressuposto de que as diretrizes para a forma??o inicial de professores situam-se em um contexto mais amplo da reestrutura??o produtiva e da reforma do Estado e t?m nos organismos internacionais, como a CEPAL, a UNESCO e o Banco Mundial, os seus principais mediadores. A disserta??o tem por objetivo analisar a implementa??o da pol?tica de forma??o inicial de professores, tomando como campo emp?rico o CEFET RN, e como refer?ncia o curso de Licenciatura em Geografia, mais especificamente o componente curricular pr?tica profissional. Este estudo encontra-se orientado pelos fundamentos te?rico-metodol?gicos da pesquisa qualitativa, sendo caracterizado como um estudo de caso. Dentre os procedimentos metodol?gicos que foram utilizados, destacam-se a pesquisa bibliogr?fica, a an?lise documental, a aplica??o de question?rio e a realiza??o de entrevistas. Os estudos revelam que os CEFETs e os Institutos Superiores de Educa??o foram considerados pelo governo brasileiro como adequados para a implanta??o da forma??o inicial de car?ter t?cnico-profissionalizante, voltada para o ensino, modelo proposto pelas atuais diretrizes dos organismos internacionais. No entanto, na realidade do CEFET RN, apesar das dificuldades pontuadas pelos professores e pelos alunos, na implementa??o do componente curricular pr?tica profissional, a forma??o inicial no curso de Geografia tomou uma configura??o, que se aproxima do ensino que se realiza nas universidades, privilegiando o ensino, a pesquisa e a extens?o. Para os sujeitos que participaram da pesquisa, o componente pr?tica profissional tem relev?ncia no curr?culo da forma??o docente, porque possibilita a articula??o entre teoria e pr?tica, aspectos considerados fundamentais para uma forma??o docente de qualidade. Os estudos evidenciam tamb?m que um dos grandes obst?culos enfrentados na implementa??o do componente curricular em apre?o foi a falta de assist?ncia aos alunos no exerc?cio do est?gio e na execu??o dos projetos de pesquisa e extens?o, ocasionada pela insufici?ncia de docentes para atuarem na licenciatura, bem como a falta de tempo dos professores devido ?s in?meras atividades que desenvolvem no interior do CEFET RN. Esse fato revela a maneira como a pol?tica de forma??o de professores chegou at? ?s institui??es formadoras, imposta pelo MEC, sem considerar as condi??es estruturais destas. Apesar das dificuldades, tornou-se sobressalente o car?ter inovador da experi?ncia, tanto em rela??o ao l?cus de forma??o quanto em raz?o de ser um modelo formativo que articula teoria e pr?tica e os diferentes saberes necess?rios para a atua??o docente, indo al?m de uma forma??o pragm?tica, coerente com os interesses imediatos do mundo do trabalho

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In this research, I take as object of study the discussed the education of the Agricultural Technician in the Instituto Federal de Educa??o, Ci?ncia e TecnologiaBaiano, (IF Baiano) - Campus Catu, where I work as an educator . The dynamic implementation of the Technical Course on the Integrated Agricultural High School, marked by several problems of political and educational, has provoked the following questions: How to setup the proposed formation of Agricultural Technician in that course? What is the profile of the formation of the proposed Agricultural Technician? What is the perception of teachers and students of the course on the design and effectiveness of the proposed integrated curriculum? So we have to analyze the proposed formation of Agricultural Technician at IF Baiano - Campus Catu in the period 2006-2012, in the light of the discussions of Vocational Education and Field of Education. Perceive through the critical studies in these areas both towards a common horizon: polytechnic formation of subjects as coping strategy project capitalist society, so we understand to be necessary to expand the discussions on vocational education and aggregate problematizations that have been generated by reality job field. The study is characterized as a research and descriptive research method chosen as the case study in order to know the process of formation of Agricultural Technician as a complex social phenomenon, analyzing it from the perspectives of socio - historical circumstances that produced the current frame of Vocational Education and Rural Education in the country. And qualitative procedures for obtaining the data, first use bibliographic and documentary research, guided by theoretical studies and official documents IF Baiano. Following, we conducted a survey on interviews with teachers, students, director of education and local representative of the rural workers union. As an initial observation, we noticed that the training proposal Agricultural Technician at Campus Catu constituted by practices and guidelines related to heterogeneous conceptions that approach the ideas of agribusiness and training to the labor market. But on the other hand, we observed that this discourse is not homogeneous or permanent trainers by subjects, some of them think of different alternatives as a counterpoint from the perspective of human, or are proving receptive to discussion of the topic. It is in this space that we look on the necessary association between the training proposal and contradictory reality of the field under the foundations of the field of Rural Professional Education.
Na presente pesquisa tomo como objeto de estudo a forma??o do T?cnico em Agropecu?ria no Instituto Federal de Educa??o, Ci?ncia e Tecnologia Baiano (IF Baiano) ? Campus Catu, onde atuo como pedagoga. A din?mica de implementa??o do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, marcada por diversos problemas de ordem pol?tica e pedag?gica, tem provocado as seguintes quest?es: Como se configura a proposta de forma??o do T?cnico em Agropecu?ria no referido curso? Qual ? o perfil de forma??o do T?cnico em Agropecu?ria proposto? Qual ? a percep??o de docentes e discentes do curso sobre a concep??o e efetiva??o da proposta de curr?culo integrado?Assim, temos como objetivo analisar a proposta de forma??o do T?cnico em Agropecu?ria no IF Baiano - Campus Catu, no per?odo de 2006 a 2012, ? luz dos debates da Educa??o Profissional e da Educa??o do Campo. Percebemos atrav?s dos estudos cr?ticos nessas ?reas que ambas perseguem um horizonte comum: a forma??o polit?cnica dos sujeitos como estrat?gia de enfrentamento do projeto de sociedade capitalista. Por isso compreendemos ser necess?rio ampliar as discuss?es sobre educa??o profissional e agregar as problematiza??es que v?m sendo geradas pela realidade do trabalho do campo. O estudo caracteriza-se como uma pesquisa de car?ter descritivo e como m?todo da pesquisa escolhemos o estudo de caso, a fim de conhecermos o processo de forma??o do T?cnico em Agropecu?ria como fen?meno social complexo, analisando-o sob as perspectivas das circunst?ncias s?cio-hist?ricas que produziram o atual quadro da Educa??o Profissional e da Educa??o do Campo no pa?s.Como procedimentos qualitativos para obten??o dos dados, utilizamos inicialmente pesquisas bibliogr?ficas e documentais, pautadas em estudos te?ricos e em documentos oficiais do IF Baiano. Na sequ?ncia, fizemos um levantamento em entrevistas com docentes, discentes, diretora de ensino e representante local do sindicato dos trabalhadores rurais. Como constata??o inicial, percebemos que a proposta formativa do T?cnico em Agropecu?ria pelo Campus Catu constitui-se por pr?ticas e concep??es heterog?neas vinculadas a orienta??es que se aproximam ao ide?rio do agroneg?cio e da forma??o para o mercado de trabalho. Mas por outro lado, observamos que esse discurso n?o se faz homog?neo ou definitivo pelos sujeitos formadores j? que alguns deles pensam em alternativas diferenciadas como contraponto, na perspectiva da forma??o humana, ou mostram-se receptivos ao debate em torno do tema. ? nesse espa?o que atentamos sobre a necess?ria associa??o entre a proposta formativa e a contradit?ria realidade do campo, sob os fundamentos da Educa??o Profissional do Campo.

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Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB
This paper discusses how School Farm Families (EFAs) conceive the Integrated Secondary Vocational Education and the elements that collaborate in the construction of professional projects of the students of these institutions. The EFAs are educational institutions that have a project specific training for the youth the field in order to enhance community and family life of the peasants, through the educational system of the Pedagogy of Alternation. The study was conducted with the approach of case study and was based on the analysis of the Agricultural Family Schools Education, belonging to the Network of Agricultural Family Schools Integrated Semi Arid (REFAISA). Surveys and analysis of bibliographic, documentary studies, participant observation were made, and semi-structured interviews with students, monitors, families and teachers of stages involved in three contexts EFAs Secondary Education Network. As a result os the research, we identified that the political pedagogical project of the schools families living with contradictions and everyday tensions: the insertion of a hand in the contexts of schools, a conception of vocational education based on instrumental rationality to mold the educational school system, the another, the constant struggle for viability and operation of a significant and counter- hegemonic formation process for young peasants that constitute effective possibilities of permanence in Bahia subject field.
Este trabalho discute como as Escolas Fam?lias Agr?colas (EFAs) concebem o Ensino M?dio Integrado ? Educa??o Profissionalizante e os elementos que colaboram na constru??o dos projetos profissionais dos estudantes destas institui??es. As EFAs s?o institui??es escolares que possuem um projeto de forma??o espec?fico para a juventude do campo com a finalidade de potencializar a vida comunit?ria e familiar dos camponeses, via o sistema educativo da Pedagogia da Altern?ncia. A pesquisa qualitativa foi realizada com a abordagem do estudo de caso e pautou-se na an?lise das Escolas Fam?lias Agr?colas de Ensino M?dio, pertencentes ? Rede de Escolas Fam?lias Agr?colas Integradas do Semi ?rido (REFAISA). Foram feitos levantamentos e an?lise de informa??es bibliogr?ficas, estudos documentais, observa??o participante, al?m de entrevistas semi-estruturadas com estudantes, monitores, fam?lias e mestres de est?gios envolvidos nos contextos de tr?s EFAs de Ensino M?dio da Rede. Como resultado da pesquisa, identificou-se que o projeto pol?tico pedag?gico das escolas fam?lias convive com contradi??es e tensionamentos cotidianos: de um lado a inser??o nos contextos das escolas, de uma concep??o de educa??o profissionalizante pautada na racionalidade instrumental aos moldes do sistema educacional de ensino; de outro, a constante luta pela viabiliza??o e operacionaliza??o de um significativo e contra-hegem?nico processo formativo para jovens camponeses, que se constituam em efetivas possibilidades de perman?ncia destes sujeitos no campo baiano.

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This study presents data concerning a survey to evaluate the importance of training the Technologist in Viticulture and Enology at the Federal Institute of Pernambuco Hinterland ? PE, Brazil, in the matters related to safety in the workplace, from the discipline and Safety Management as a requirement in the preparation of future professionals for the labor market. For it was possible to find answers to the research problem as well as achieve the objectives, our research was divided into four stages: the first, we bibliography; in the second phase we collected data from teachers and students, for teachers which was applied a semi-structured in order to analyze the concepts of the research subjects and for the students completed a checklist at the beginning of the ministry of discipline, parallel analysis was done of the Educational Project Course of Technology in Viticulture and Enology in order to observe how the theme work safety is developed throughout the course, the third phase of the ministry after the completion of the course was again applied the same checklist for students, and the fourth stage have been made to analyze the data collected . It was found that teachers of the course have interest in the subject Occupational Safety and have some knowledge about the risks, but little studied the direct relationship between their performance and discipline issues related to safety. As for the students observed an underestimation of the risks of accidents at the beginning of the course however, after completion of the same in more than 90% of the cases observed, there was an overestimation of the risks of accidents, which showed that the students understood and learned about the contents worked in the discipline and Safety Management, contributing to their professional practice with security.
O presente estudo apresenta resultados referente a uma pesquisa com objetivo de avaliar a import?ncia da forma??o do Tecn?logo em Viticultura e Enologia do Instituto Federal Sert?o Pernambucano ? PE, campus Petrolina Zona Rural, quanto aos aspectos relacionados a Seguran?a do Trabalho, a partir da ministra??o da disciplina Gest?o e Seguran?a do Trabalho como requisito na prepara??o discente para o mercado de trabalho. Com a finalidade de encontrar respostas para o problema da pesquisa, assim como, alcan?ar os objetivos propostos, a pesquisa foi dividida em quatro etapas: Na primeira etapa Levantamento bibliogr?fico; coleta de dados dos docentes e discentes, quando para os docentes foi aplicado um question?rio semiestruturado com o intuito de analisar as concep??es dos sujeitos da pesquisa e, para os discentes uma lista de checagem preenchido no in?cio da ministra??o da disciplina; paralelamente a segunda etapa; a an?lise do Projeto Pedag?gico do Curso (PPC) Superior de Tecnologia em Viticultura e Enologia com intuito de observar como o tema Seguran?a do Trabalho ? desenvolvido ao longo do curso; na terceira etapa ap?s a conclus?o da disciplina, novamente foi aplicado a mesma lista de checagem aos discentes e, na quarta etapa foram feitas an?lises das informa??es coletadas. Constatou-se que os docentes do curso apresentam interesse pelo tema Seguran?a do Trabalho e possuem algum conhecimento sobre os riscos, mas pouco se trabalha a rela??o direta entre a sua disciplina de atua??o e os temas ligados ? seguran?a do trabalho. Quanto aos discente observou-se uma subestima??o dos riscos de acidentes no in?cio da disciplina. No entanto, ap?s a conclus?o, em mais de 95% das situa??es observadas, houve uma superestima??o dos riscos de acidentes, o que evidenciou que os discentes compreenderam e aprenderam sobre os conte?dos trabalhados na disciplina Gest?o e Seguran?a do Trabalho, contribuindo para a sua atua??o profissional de maneira prevencionista.

O ensino profissional tem como finalidade a formação de técnicos intermédios altamente qualificados, enquadrada numa perspetiva de formação do profissional e, simultaneamente, do cidadão, permitindo aos jovens uma dupla certificação: académica e profissional. Defende-se neste trabalho que, enquadrado neste modelo de ensino, pautado por um modelo conceptual de estrutura modular, conciliável com o sucesso do projeto educativo das escolas profissionais privadas, alguns projetos de ligação da escola à comunidade possam ser desenvolvidos num paradigma de ensino não formal. Considera-se que serão mesmo uma oportunidade de excelência para os formandos porem em prática não só os saberes técnicos e profissionais, explícitos e implícitos, aprendidos no curso, como também para se desenvolverem globalmente como cidadãos, capazes de iniciativa e intervenção na sociedade. Nesse sentido, apresenta-se aqui a proposta de utilização do tema aglutinador ‘empreendedorismo social’ para promover a ligação da escola à comunidade. Descrevem-se ações, de caráter empreendedor e comummente com fins solidários, que dinamizam um diversificado conjunto de intervenientes, compreendendo formandos, formadores, monitores, colaboradores auxiliares e administrativos, encarregados de educação e demais comunidade educativa, empresas, autarquias locais, organismos não-governamentais (ONG’s), entre outros. Na Escola Profissional de Gaia, estes projetos têm vindo a contribuir para um modelo de formação global e integrado, onde se promove uma articulação inter e transdisciplinar, centrado nos alunos e nas aprendizagens. São aqui descritos alguns destes projetos e feita uma análise e reflexão acerca do seu potencial.
The vocational education and training (VET) has as its main purpose the training of highly qualified intermediate technicians, framed in a perspective of the formation of both the professional and the citizen, allowing the teenagers to obtain a double certification: academic and professional. It is argued in this study that, framed in this concept of education and teaching, which occurs in a modular structure compatible with the success of the educational project of the private vocational schools, some of the projects that link the school with its community may be developed in a paradigm of non-formal education. It is considered that it may be indeed an excellent opportunity for the trainees to apply not only the technical and professional knowledge they acquired – both explicit and implicit -, but also to undergo a holistic development as citizens, capable of having initiative and intervene in our society. In this sense, it is hereby presented the proposal of the use of the agglutinating theme “social entrepreneurship” to promote the connection of school with its community. We describe entrepreneurial actions, very often with a solidarity purpose, that dynamize many different participants among trainees, trainers, monitors, auxiliary and administrative employees, parents and the remaining educational community, companies, local autarchies, nongovernmental organizations (NGOs), among others. At Escola Profissional de Gaia these projects have been contributing for a model of global and integrative training and education, where it is promoted an inter and transdisciplinary articulation, centered in the students and in the learning process. We thus describe some of these projects and do an analysis and reflection about their potential.

Literature debates the success of rehabilitation programmes in recidivism of offenders. This dissertation explores the effect of rehabilitation programmes on sentenced offenders at Kutama-Sinthumule Correctional Centre (KSCC). Correctional centres offer various rehabilitation programmes with the aim of reducing recidivism and rehabilitating sentenced offenders. The study used a qualitative research design with semi-structured interviews. The findings indicate the perception of sentenced offenders changed from being negative to positive after completion of rehabilitation programmes and that rehabilitation programmes complement the reduction of recidivism. Gangsterism and the language medium was found to be a challenge to offender participation. Upon completion, the programmes were found to enhance offenders` chances of employment post-prison. The study recommends that programmes encourage rebuilding relationships and DCS improves their offered programmes to achieve the success of KSCC and recommends reinstating a credit system as incentive for participation, and a revision of the language of instruction used on these programmes.
Public Administration and Management
M.Admin. (Public Administration)