Projeto integrador como prática interdisciplinar: estudo de caso do curso técnico em eventos subsequente de conceição do Araguaia/PA
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Data
2020-12
Autores
Orientador
Schuck, Rogério José
Banca
Hattge, Morgana Domenica
Neuenfeldt, Dereli Juliano
Hammes, Itamar Luís
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Resumo
Atualmente, os projetos integradores são pensados como opção para a incorporação de ideias juntamente com as disciplinas presente nos projetos pedagógicos dos cursos, pois buscam atrelar experiências de sala de aula com possíveis soluções dentro da comunidade acadêmica e/ou local. Baseado neste apontamento, essa dissertação de mestrado tem por objetivo planejar e aplicar um projeto que envolva as disciplinas trabalhadas naquele eixo em particular para verificar as relações entre as diversas disciplinas no contexto da atuação profissional, ou seja, a interdisciplinaridade. Para tanto foi realizada uma pesquisa qualitativa, de cunho exploratório e descritivo, através de entrevistas, destacando dois grupos: os docentes e os discentes, ambos do Curso Técnico em Eventos na modalidade subsequente no Instituto Federal de Educação, Ciência e Tecnologia do Pará – IFPA campus Conceição do Araguaia. O crivo das análises dos dados ocorreu através da análise descritiva e enumerou-se, inicialmente, como pressuposto educacional, a visão da disciplina do projeto integrador alicerçado uma prática profissional interdisciplinar, as metodologias empregadas pelo corpo docente em reflexo a aceitação do corpo discente e as dificuldades enfrentadas por ambos na culminância dessa atividade acadêmica.Com a realização das entrevistas, pôde-se questionar em forma de conversa dialogada pontos essenciais na disciplina do projeto integrador itens como: apontamentos para práticas assertivas na busca pela excelente pedagógica, alternativas na condução da disciplina, bem como aproveitamento da vivência em sala de aula pelos docentes e discentes. Essa pesquisa não afadiga as possibilidades de investigação dos projetos integradores como atividade interdisciplinar dentro das instituições de ensino para os cursos de nível técnico-tecnológico, pois a partir desta podem surgir outras necessidades pedagógicas que poderá ser pesquisado levantando-se outros questionamentos de cunho educacional.
Currently, integrative projects are thought of as an option for incorporating ideas together with the disciplines present in the pedagogical projects of the courses, as they seek to link classroom experiences with possible solutions within the academic and/or local community. Based on this note, this master's thesis aims to plan and apply a project that involves the disciplines worked on that particular axis to verify the relationships between the different disciplines in the context of professional performance, that is, interdisciplinary. To this end, a qualitative research, exploratory and descriptive, was carried out through interviews, highlighting two groups: teachers and students, both from the course of events in the subsequent modality at the Federal Institute of Education, Science and Technology of Pará - IFPA campus Conceição do Araguaia. The screening of the data analysis occurred through descriptive analysis and, initially, as an educational assumption, the vision of the integrating project discipline based on an interdisciplinary professional practice, the methodologies employed by the teaching staff reflecting the acceptance of the student body and the difficulties faced by both in the culmination of this academic activity. With the realization of the interviews, it was possible to question, in the form of a dialog, essential points in the discipline of the integrating project, items such as: notes for assertive practices in the search for excellent pedagogy, alternatives in conducting the discipline, as well as taking advantage of the experience in the classroom by teachers and students. This research does not hinder the research possibilities of integrating projects as an interdisciplinary activity within educational institutions for courses of technical and technological level, since from this other pedagogical needs may arise that can be researched by raising other questions of an educational nature.
Currently, integrative projects are thought of as an option for incorporating ideas together with the disciplines present in the pedagogical projects of the courses, as they seek to link classroom experiences with possible solutions within the academic and/or local community. Based on this note, this master's thesis aims to plan and apply a project that involves the disciplines worked on that particular axis to verify the relationships between the different disciplines in the context of professional performance, that is, interdisciplinary. To this end, a qualitative research, exploratory and descriptive, was carried out through interviews, highlighting two groups: teachers and students, both from the course of events in the subsequent modality at the Federal Institute of Education, Science and Technology of Pará - IFPA campus Conceição do Araguaia. The screening of the data analysis occurred through descriptive analysis and, initially, as an educational assumption, the vision of the integrating project discipline based on an interdisciplinary professional practice, the methodologies employed by the teaching staff reflecting the acceptance of the student body and the difficulties faced by both in the culmination of this academic activity. With the realization of the interviews, it was possible to question, in the form of a dialog, essential points in the discipline of the integrating project, items such as: notes for assertive practices in the search for excellent pedagogy, alternatives in conducting the discipline, as well as taking advantage of the experience in the classroom by teachers and students. This research does not hinder the research possibilities of integrating projects as an interdisciplinary activity within educational institutions for courses of technical and technological level, since from this other pedagogical needs may arise that can be researched by raising other questions of an educational nature.
Descrição
Palavras-chave
Projeto Integrador; Prática Interdisciplinar; Vivência Pedagógica; Integrator Project; Interdisciplinary Practice; Pedagogical Experience
Citação
LAAN, Luisa Souza Van Der. Projeto integrador como prática interdisciplinar: estudo de caso do curso técnico em eventos subsequente de conceição do Araguaia/PA. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2020. Disponível em: http://hdl.handle.net/10737/2989.