Educação Profissional e Tecnológica em Revista
A Revista Educação Profissional e Tecnológica em Revista é um periódico quadrimestral vinculado ao Programa de Pós-graduação em Educação Profissional e Tecnológica – ProfEPT, que é ofertado em rede nacional por Instituições da Rede Federal de Educação Profissional, Científica e Tecnológica. As submissões são realizadas em fluxo contínuo. A Revista Educação Profissional e Tecnológica em Revista tem como foco publicações que venham a contribuir para o desenvolvimento da Educação Profissional e Tecnológica brasileira, seja no desenvolvimento e/ou reflexões teóricas ou em propostas que possam contribuir para a melhoria dos diversos aspectos que norteiam os processos de ensino em Espaços de Educação formais ou não formais. eISSN: 2594-4827 ISSN: 2594-4827 Indexação: Este trabalho está licenciado com uma Licença Não Comercial sem Derivações (CC BY-NC-ND 4.0).
Ao publicarem na EPT em revista os(as) autores(as) estão cientes de trata-se de um periódico de Acesso Aberto (Open Access) , ou seja, uma publicação que visa disponibilizar a literatura científica online, gratuitamente e livre de restrições.
SCHOOL CULTURE AND THE IFSP SELECTION PROCESS IN TECHNICAL COURSES INTEGRATED TO HIGH SCHOOL EDUCATION:
The article apprehends structures of the school culture of the IFSP from a broader research that aimed to analyze public notices of the selective processes of the integrated technical courses published in the period from 2012 to 2022, in order to understand the conceptual bases systematized in a zone of invisibility of the organizational culture of the school. The study, of a qualitative nature and documental and bibliographical nature, appropriated the ideas about school justice in DUBET (2005), CRAHAY (2000), RAWLS (2008) placed to investigate the institutionalized selection criteria and the unfolding that follow. The results present solutions based on merit based on academic results, on the other hand, the significant distribution of vacancies is observed, developing a consolidated offer in the different resources that offer positive discrimination policies. With this, the logic of the institutional mission that aims to offer an education that contributes to social inclusion tends to integrate in the conceptual bases and invisible assumptions constituted in the value elements, in the beliefs and ideologies propagated in the organization. To this end, the continuous debate on the effectiveness of the right to professional education, the guarantee of conditions of permanence and the integral formation that prepares the agent for the world of work does not seem to be inopportune, because, recognizing the complexity of school justice becomes fundamental piece to deal with these sociocultural issues implicit in the educational field.
Copyright (c) 2026 Ana Paula Faustino Tieti Mendes, Vera Teresa Valdemarin https://creativecommons.org/licenses/by-nc-nd/4.0
EVALUATION IN VOCATIONAL AND TECHNOLOGICAL EDUCATION
The evaluative process is one of the pillars of the tripod teaching-research-extension, so it needs to be well understood and executed in order to be a promoter for the total student’s training. From this perspective, this Article aims to analyze the relationship between evaluation design and evaluative practices in the Professional context and Technological Education, especially regarding to Integrated High School. Thus, as a research object, guiding documents of the Federal Institute of Santa Catarina were stipulated, as well as testimonies from teachers working in such an institution. Hence, in a dialog with theoretical bases linked to the evaluation and to Professional and Technological Education, such clippings were analyzed through the French Line Discourse analysis, thus mobilizing the notions of paraphrase and polysemy. From such an analytical movement, it can be said that the conception of evaluation and its practical application are intrinsic and inseparable from educational actions and therefore need to be a point of attention when it comes to the challenges of crossing toward integral training.
Copyright (c) 2026 Juliene Marques, Taira Franciele Skerke https://creativecommons.org/licenses/by-nc-nd/4.0
PROFESSIONAL QUALIFICATION IN THE STATE OF ESPÍRITO SANTO:
The Ministry of Education has encouraged policies aimed at Initial and Continuing Training, promoting the qualification process, which involves preparing to perform a task or function. In the State of Espírito Santo, the 10-year period of these policies can be translated into three initiatives: Rede Formar (2011-2015), Project OportunidadES (2017-2018) and Program Qualificar (2019-current). The objective of the research is to describe the chronology of public policies for professional qualification, offered in the communities of that state. To this end, a descriptive bibliographical survey of public domain documents was carried out from 2011 to 2021. The evolution was evident in the political field with State Law 11308/2021 and in the educational field with the expansion of offers, internalization, public notices by induced demand, qualification for the world of work and encouragement of entrepreneurial activities as income generation.
Copyright (c) 2026 Elisangela Coco dos Santos, Edison Reginaldo de Oliveira Junior, Renata Resstel, Narjara Laranja de Souza Pedroni https://creativecommons.org/licenses/by-nc-nd/4.0
This article brings the study that aims to investigate the state of the art on the theme Integrative project as a pedagogical practice used in Integrated High School in the Federal Institutes of Education, Science and Technology. The Integrated High School proposal is part of a recent walk, when in 2008, through Law 11,892, the Federal Institutes of Education, Science and Technology were created. One of the main objectives of these institutions is the guarantee of at least 50% (fifty percent) of their vacancies for the provision of technical professional education of medium level, primarily in the form of integrated courses. The consolidation of this policy, as well as curriculum integration, has been a great challenge for those involved. The works presented here bring reports of the efforts made by the campuses when using integrative practices, including integrative projects, to effect this modality of teaching. Next, we will move on to considerations related to the publications analyzed. The methodology is qualitative and used a bibliographic review and mapping of articles, available in the Portal for Coordination and Improvement of Higher Education Personnel (Capes). The data produced demonstrated the concern with the strengtheningof the concept of integrated high school, and the integrative projects have been one of the successful pedagogical practices used, aiming at the integration of knowledge and the integral human formation of the subjects, which points to the relevance of the theme in question, as well as the need for more research in the area.
Copyright (c) 2026 Migacir Trindade Duarte Flores, Michelle Camara Pizzato https://creativecommons.org/licenses/by-nc-nd/4.0
EMERGENCY REMOTE EDUCATION AND RETURN TO IN-PERSON CLASSES:
Anxiety Disorder (AD) affects students daily, and has been worsened by the COVID-19 pandemic. Forced isolation abruptly interrupted school life, negatively impacting mental health. The study sought to analyze the perception of anxiety and its triggering factors in students who underwent Emergency Remote Education (ERE) and returned to in-person teaching at the Instituto Federal do Paraná - Campus Paranavaí, during their last year of training. The objective was to understand part of the educational landscape affected by the pandemic and provide support for overcoming it. The 2022 graduates were the focus of the research, having spent the last two years in ERE due to social isolation. The methodology involved the application of a questionnaire, addressing different areas of students' experiences and perceptions in the remote and in-person periods. The results indicated that students faced significant difficulties during the ERE, such as problems with concentration, organization and disposition, influenced by domestic issues, paid work and lack of adequate structure. The return to in-person classes did not completely resolve these challenges, despite some perceived improvements. Students faced high levels of anxiety, stress and difficulties in adapting, especially due to the pressure of the last school year and the need to plan for the future. In view of the study carried out, we realize that the impacts of ERE will be lasting, and a multidisciplinary educational effort will be necessary to mitigate these impacts and reduce social inequalities worsened by the pandemic.
Copyright (c) 2026 Luan Gustavo Mariano Marques, Beatriz de Souza Matos, Camila Clozato Lara https://creativecommons.org/licenses/by-nc-nd/4.0
Historical approach about Pedro II school and technical-administrative in education:
The current study presents a bibliographic survey of the studies on the topic of Pedro II school and the Technical-Administrative in Education, especially the history of the performance of these subjects in the institution. To this end, we conducted a search for articles published between 2005 and 2020, at the Bank of Theses and Dissertations of Capes, Google Acadêmico and Scielo, using the descriptors “Colégio Pedro II and Technical-administrative in education”, “Colégio Pedro II and PCCTAE ”and“ Colégio Pedro II and Lei 11.091 / 2005 ”and their writing variants, with the purpose of investigating how the theme is worked on in the results obtained. Only one study portrayed the history of a specific career in the Career Plan (PCCTAE). This result highlights the scarcity of theoretical studies on the subject, evidencing an invisibility of the contribution and importance of these subjects in and to the institutional history of CPII and in the educational formation process both within the institution and in terms of research interest.
Copyright (c) 2025 TAIANNE FLAUBERT, MARTA FERREIRA ABDALA MENDES https://creativecommons.org/licenses/by-nc-nd/4.0
THE PRODUCTION OF CONCRETE MIXTURE AS AN INTERDISCIPLINARY PRACTICE IN THE TECHNICAL COURSE IN BUILDINGS INTEGRATED TO HIGH SCHOOL EDUCATION AT IFMT CAMPUS VÁRZEA GRANDE
This article presents and discusses an interdisciplinary practice using the production of concrete mix, a widely used material in civil construction. Therefore, it was based on the interaction and dialogues between the subjects of the Common Core (Mathematics, Physics and IT) and the Professional Curriculum (Civil Construction Materials and Quality in Civil Construction –PBQP-H) of the technical course in Building Construction integrated to High School of the IFMT – Várzea Grande campus. In order to achieve this goal, the following question was proposed: how can laboratory tests for the production of concrete mixtures and molding of specimens be adopted as a form of applying interdisciplinarity in Integrated High School? It was necessary to discuss the aspects and conceptions of Interdisciplinarity; then, the content and possible interactions between disciplines using the course's current Pedagogical Project (PPC) were identified, and, finally, an Educational Product (EP), which is an Orientation Guide, was developed. The research has an applied nature, with a qualitative approach; as for the objectives, it is characterized as descriptive, and it used two questionnaires for data collection. The three EP Interdisciplinary Workshops enabled student protagonism in the teaching-learning process, reduction of curricular fragmentation and the increment of students' Integrated Education.
Copyright (c) 2025 José Vitor Ranieri Moreira, Angela Fatima da Rocha https://creativecommons.org/licenses/by-nc-nd/4.0
THE PEDAGOGY OF SKILLS AS A RESIGNIFICATION OF HUMAN CAPITAL:
It treats of the influences which the Pedagogy of Competences still carries on the pedagogical practices of teachers from a senior high school in the city of Macapa. We did a case study in which the participants were 08 (eight) senior high school teachers. We using the data collection instrument was a semi-structured interview and the content analysis was the technique used for data analysis. The hypothesis that we brought was that the notion of the competences remain as an ideology that influences the pedagogic practice of the school teachers. We characterized the pedagogical practices of the school teachers from of educational planning, teaching and teaching content. From the same we identified that the planning considers the flexibility as reference and idea considers the teaching contents as a central element. We concluded that there is no direct relationship between teaching practices and pedagogy of competences, but from this case prevails a pragmatic ideas as a logical guide for teaching practices. Keywords: pedagogy of competences; teaching practice. pragmatism; high school; Macapá.
Copyright (c) 2025 JOÃO PAULO DA CONCEIÇÃO ALVES, Márcia Pereira da Silva Alves https://creativecommons.org/licenses/by-nc-nd/4.0
The prevention of environmental risks using Google Earth in Geography and Science classes in Elementary School 2
The present study aimed to address the importance of applying technological resources in the teaching of Geography and Science, with the purpose of preventing deaths caused by landslides. To this end, the software Google Earth was used for a case study conducted in Morro do Bumba, where a major landslide occurred in 2010, resulting in loss of life. The objective of this study is to train teachers working in educational institutions in the state of Rio de Janeiro on the effectiveness of using these resources in the classroom. The research methodology is of a basic nature, with exploratory and explanatory objectives, a quali-quantitative approach, a hypothetical-deductive method, and bibliographic and case study procedures. The results obtained in this study confirmed the problem situation through a questionnaire and discussed the use of Google Earth Pro in classroom environments. This concept was presented to the teachers who participated in the research, and they approved this new method as an effective approach for analyzing slope risk areas.
Copyright (c) 2025 João Tristão https://creativecommons.org/licenses/by-nc-nd/4.0
Lecture by Prof. Marise Nogueira Ramos at the Closing of the 8th PROFEPT Seminar
The lecture by Prof. Dr. Marise Nogueira Ramos, moderated by Prof. Michele Waltz Comarú, took place during the closing session of the VIII ProfEPT Seminar at Pedro II school, Tijuca campus, in Rio de Janeiro. In her talk, the speaker addressed holistic human development and the challenges of research in Professional and Technological Education (EPT). Marise drew from her personal journey to reflect on how life experiences - especially within the working class and technical education - shape one’s understanding of the school’s role in human formation. She emphasized the importance of labor as an educational principle, linking Marxist assumptions about the production of material, symbolic, and social existence as a foundation for thinking about education. The professor criticized the dominance of exact sciences and the fragmentation of knowledge imposed by technicist educational models, such as those in Law 5692/71 and Decree 2208/97. She advocated for a polytechnic and all-encompassing approach to education. Marise called for the integration of nature and society as a historical unity, proposing that schools should enable students to critically engage with both natural and social laws. For her, comprehensive human development is also an ethical issue, as society already possesses the means to achieve it but often fails to do so. Her lecture was marked by an engaging narrative that intertwined personal experiences, theoretical foundations, and critiques of educational policies - reaffirming a commitment to emancipatory, critical, and transformative education capable of forming individuals who are aware of their historical and social context.
Copyright (c) 2025 Marise Nogueira Ramos https://creativecommons.org/licenses/by-nc-nd/4.0
THE IMPACT OF CAPES’ TEACHING AREA EVALUATIONS ON PROFEPT DOCUMENTS AND THE ACKNOWLEDGMENT OF CONCEPTUAL BASES
The guiding documents of the ProfEPT Professional Master's Degree have been significantly influenced by the recommendations from Capes Teaching Area from the APCN and Quadrennial 2017-2020 evaluations, in which the program was evaluated with a score of three. This article aims to identify the changes in regulations, access notices and other documents in its history in the light of Capes' policy for professional master's degrees, which could, perhaps, take the program away from its conceptual foundations. The aim is to analyze the possible conflicts between Capes' neoliberal vision for professional master's degrees and ProfEPT's counter-hegemonic proposal and its impact on the national entrance exam. The discussion is theoretically based on the concept of work as an educational principle and research as a pedagogical principle, which are the foundations of the research developed in the ProfEPT. The methodology used is primary source documentary research, understood as a unit of analysis. The final reflections indicate that the neoliberal advance in educational policies for professional master's degrees seeks to reduce the researcher to a flexible worker who is helpful to the market while at the same time tending to privatize the production of knowledge. TheProfEPT resists, remaining supported by the conceptual foundations that gave rise to it, training workers/researchers capable of developing critical scientific research integrally and autonomously to labour. Resistance is necessary.
Maria Cristina Caminha de Castilhos França
Copyright (c) 2025 SILVIA SCHIEDECK, Maria Cristina Caminha de Castilhos França https://creativecommons.org/licenses/by-nc-nd/4.0
Epetianas libraries and federal public universitiy libraries in the triangulo mineiro
The library is na importante institution for the development of society because of it’s role of both holder and disseminator of information, offering support through Reading, disseminating information, subsidizing formal education and developing permanente education, besides contributing with research and extension. In this perspective, aiming to understand the singularities and characterization of the Federal Institute’s libraries, in this study were named Epetianas. This article’s objective is to verify differences and similarities between Epetianas libraries and Federal Public Universitiy libraries in the Triângulo Mineiro region. It is outlined in the following methodological procedures, bibliographical and documentary research. The results showed differences between the Epetianas and University libraries in the following questions: physical space, collection, specific services, accessibility and users. There are similarities in the following questions: opening hours, staff, collection, basic services and management software. It is concluded that the difference of Epetianas libraries and University libraries it is public in the division of age groups and the levels of information needs, for professionalization and for intellectual development and its similarities lie in their fundamental role in the dissemination and availability of information related to educational, research and outreach activities to the community and society as a whole.
Copyright (c) 2025 Sandra Mara Trindade, Luciano Marcos Curi https://creativecommons.org/licenses/by-nc-nd/4.0
THE WOMAN MANAGER IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION BENEDITA PEREIRA BRAZIL:
This article aims to understand how the professional trajectory of the manager Benedita Pereira Brasil was, in Professional Education at the Júlia Gonçalves Passarinho school, in the municipality of Santarém/PA. The survey was carried out with Benedita Pereira Brasil and four other educational managers who participated in her professional journey. The research was methodologically anchored in the History of life, from a qualitative approach. The methodological choice of analysis of the research corpus focused on Discursive Textual Analysis. The analysis process of the participants' narratives started from two categories defined a priori: struggles and challenges. Benedita Pereira Brasil did not know the dimension that her work provided as a leader and how her experiences would re-signify in the practice of these managers who participated in the research and who promote education in the municipality of Santarém, in Pará.
Copyright (c) 2025 Elaine Pinto Sousa, Ana Paula Palheta Santana https://creativecommons.org/licenses/by-nc-nd/4.0
FAKE NEWS IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION (PTA):
This article aims to point out a teaching-learning method for Professional and Technological Education as an instance for facing fake environmental news. Our commitment is based on the assumption that only through and in education will it be possible to build a collective critical sense in relation to the misinformation produced by fake news, so that society can know how to critically deal with the harmful effects that the “organized lie” produces in political and social spheres. Therefore, we chose to build a game as an element that, combined with Professional Education, can contribute to the evaluation of fake news in the environmental field and, consequently, promote the relationship between truth and fake news in other fields. As a methodology to reach the objective, we adopted Learning Games as a research instrument, as this method allows the creation of games and, equally, the strengthening of the student-knowledge relationship in the teaching-learning process, considering that, as pointed out in the results, the game “Salve o Planeta das Fake News”, produced for this study, serves as an important awareness-raising tool against environmental misinformation. Furthermore, in relation to the theoretical contribution, as it is an interdisciplinary work, we refer, among other authors, to the contributions of Boller and Kapp (2018), Paulo Freire (1979; 1967) and Foucault (2014; 2017; 1999).
Copyright (c) 2026 Joseeldo da Silva Júnior https://creativecommons.org/licenses/by-nc-nd/4.0
This article has as its object of study the Programa Jovem Aprendiz, whose creation was a federal government initiative with the objective of providing young people with technical and professional training, with a view to facilitating their entry into the labor market. The text seeks to analyze the Program, its implementation and the conception of the proposed training, in addition to understanding the work situation of young people in the current context. With a qualitative approach, the study was developed through documentary research, including statistical data and related legislation, especially Law No. 10,097/2000. The study makes evident the Program's limitations in terms of meeting the demand and the weaknesses with regard to the conception of the training process.
Copyright (c) 2025 Leandro Aparecido do Prado, Maria Lourdes Gisi https://creativecommons.org/licenses/by-nc-nd/4.0
INTEGRATED TECHNICAL HIGH SCHOOL AND THE EXERCISE OF CITIZENSHIP:
The article analyzes the conceptions about the concept of Citizenship, explained by educators and high school students from the integrated Technical Course in Management, offered by the Federal Institute of Espírito Santo (Ifes). The analyzes were based on studies in the areas of Work and Education and Sociology Education. A qualitative study was developed, with a case study presentation. The locus of the study was one of the Ifes campuses; teachers and students from that course constituted the research subjects. Interview and semi-structured questionnaire were used as means of data collection. The information obtained was analyzed taking into consideration the assumptions of the content analysis and the guidelines for the triangulation of the data. The results indicate that the conceptions of Citizenship presented by the research subjects are based on the knowledge of rights and duties, a reduced meaning of the term. A more qualified listening also revealed that a great part of the subjects deepened the concept, revealing, therefore, understandings and inferences that signal the importance of citizen education, in dialogue with integral education.
Copyright (c) 2025 Maria José de Resende Ferreira, Aldo Rezende, Edna Castro de Oliveira, Vanessa Gomes Ferreira dos Santos https://creativecommons.org/licenses/by-nc-nd/4.0
THE PROFESSIONAL MASTER’S DEGREE IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION FROM THE FEDERAL INSTITUTE OF SERGIPE:
The objective of this article was to map the contents and the potential interdisciplinarities that are expressed in the 35 dissertations defended in the Postgraduate Program in Professional and Technological Education of the Federal Institute of Sergipe Campus Aracaju (ProfEPT / IFS). For this, we sought to present which are the most recurrent objects of study and thematic focuses, if these objects and focuses privilege the integration of their subjects with Professional and Technological Education, what are the main theoretical and methodological aspects evidenced in the dissertations and if, perhaps, there are thematic gaps that deserve more attention in future research. This is an article constituted by exploratory, bibliographic and qualitative research, which made use of the 35 dissertations produced in the ProfEPT/IFS, during the period counted for quadrennial evaluation (2017-2020) of the Coordination for the Improvement of Higher Education Personnel (CAPES). The analysis showed that there are potential interdisciplinarities among the studies developed; that they favor the integration of their content with professional education; and that the research developed offers significant contributions to the teaching-learning processes in the context of basic and professional education, both in formal and non-formal teaching spaces.
Copyright (c) 2025 Juliane dos Santos, Lucas Antonio Feitosa de JESUS , Maria Silene da Silva https://creativecommons.org/licenses/by-nc-nd/4.0
History of Professional and Technological Education in Brazil:
This work deals with the conception and development of Professional and Technological Education (EPT) in Brazil. The research question is: What are the main characteristics of Professional Education historically constituted in Brazil? How was EPT historically constituted in Brazil? The objective is to analyze the conditions of EPT, from the colonial period to the present, in order to understand the characteristics of each moment, identifying EPT as a field of debate between the dominant class and workers. The methodology adopted was a qualitative analysis of a bibliographic nature, in which studies of books and articles by referenced authors on the history of EPT in Brazil were selected. As a result, we found that EPT has always been linked to work, whether alienated (used as a welfare and social control policy) or as an educational principle constitutive of the human.
Copyright (c) 2025 Ígor Lindemaier Cavalheiro, Adão Caron Cambraia, Ricardo Antonio Rodrigues https://creativecommons.org/licenses/by-nc-nd/4.0
This article presents an assessment of the institutional identity of teachers in the search for changes in technological professional education in Ceara. Over the years, Federal Institutes have created specific normative acts to ensure not only their survival, but mainly to consolidate their identity as a multidisciplinary teaching activity. Starting from this principle, when we identify a new institutionality and its complexity, we find important official documents that try to reach this goal. Among these official documents are the law for the creation of Federal Institutes (No. 11,892, December 28, 2008), the Institutional Pedagogical Project (PPI) and the Resolution of the IFCE Superior Council (Consup) (No. 39, August 22, 2020). The main objective of this research is to analyze such reference official documents correlating their processes of constitution of the teaching identity in local professional education to identify coherence between them and the mechanisms of consolidation of our institutional and teaching identity in the Federal Institute of Education, Science and Ceara Technology (IFCE). The results show a perception that we are still in the process of maturing our "new institutionality", due to the complex processes of changes in its operating guidelines and pedagogical proposals in its more than 100 years of existence, and that the mechanisms provided for in these official documents they need to be more diffused by the academic community.
Copyright (c) 2025 ANA CLÁUDIA UCHÔA ARAÚJO, MARCIO ALVES BEZERRA https://creativecommons.org/licenses/by-nc-nd/4.0
FIRST AID IN TEACHER TRAINING IN THE CONTEXT OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION:
Educating critical and emancipated citizens in the current Brazilian educational context has been challenging. In this way, more and more trained professionals are required, capable of promoting educational training that meets the diversity of this audience. The research aims to investigate how the theme of first aid (FA) has been developed in the initial and continuing education of teachers in the context of Professional and Technological Education (PTE) from 2015 to 2021, pointing out the main literature found on this theme. The research comprised the period of 10 years due to the scarcity of publications at minor intervals from the delimitation of filters in the database of BVS, EduCAPES/Periodics, Scielo, LILACS and BDTD, such as journals, theses and dissertations. It is an integrative review with a scientific basis in readings and reflections on the theme through the national literature. The literature found was organized in a table containing the author's name, year of publication, source and type of research addressed. The results revealed that the FA theme is still little explored in teacher training in the context of PTE and that there is a need to offer courses on this theme, as there is still a small number of scientific articles on FA in the context of teaching practice, in addition to a Continuing Health Education plan.
Copyright (c) 2025 PAULO HENRIQUE FORTES MACHADO, Jeferson Luís Marinho de Carvalho https://creativecommons.org/licenses/by-nc-nd/4.0
This article presents theoretical reflections that emerged in a doctoral research that had as subject the process of the Federal Institutes – IFs creation, in 2008. Based Marx and Gramsci, this article aims analyze the potential contribution of the use of the Marxism for understanding the questions concerning expansion policies and diversification of higher education institutions. From a methodological point of view, this work can be classified as bibliographic and qualitative research. The final considerations point out that, under capitalism, the public policies aimed to expansion of IES tend to diversification, what makes possible the emergence of the “alternative” educational institutions to the university, such as the IFs.
Copyright (c) 2025 Moacir Gubert Tavares https://creativecommons.org/licenses/by-nc-nd/4.0
DOMESTIC WORK AND PROFESSIONAL EDUCATION:
The article aims to present the results reached by an investigation about the concept of domestic work and its relationship with Professional and Technological Education (EPT) in the context of subsequent technical courses in Administration and Electrotechnics at the Federal Institute of Education, Science and Technology (IFSULDEMINAS), Poços de Caldas Campus. Considering the feminist critique of the Marxist definition of work, the article sought to understand how the concepts of work and domestic work are developed by students undergoing professional training in this type of education. For this, two stages of data collection were carried out. Initially, a closed questionnaire was administered with the participation of thirty-three students. Subsequently, interviews were carried out with six students, three women and three men. The analysis of the collected material demonstrated a lack of consensus and an uncritical perspective on the definition of work, contradictory conceptions about the concept of domestic work and the impacts of the differential socialization of men and women. The approach to this theme in a professional training environment causes estrangement and discomfort in the male public, as if it had no relation with their insertion in the worlds of work, which contrasts with the conceptions of the female public.
Copyright (c) 2025 Marília Gabriela Bueno Diogo Moreti, Lerice de Castro Garzoni, Luciana de Abreu Nascimento https://creativecommons.org/licenses/by-nc-nd/4.0
CHALLENGES AND POSSIBILITIES FOR THE INCLUSION OF STUDENTS WITHAUTISTIC SPECTRUM DISORDER – ASD IN PROFESSIONAL AND TECHNOLOGICALEDUCATION
The main objective of this study is to identify the challenges and possibilities for the inclusion of students with ASD in Professional and Technological Education, based on studies and inquiries into possible barriers and actions that can contribute to the inclusion process. An inclusive school must be one that implies an educational system that recognizes and responds to individual differences, respecting the needs of all students. The teacher, like other members of the school committed to quality education, must be requalifying their role as facilitators of the teaching learning process to identify educational needs and support students in their difficulties. The number of people diagnosed with autism spectrum disorder is growing, as is their presence in higher education. Regarding the methodology, the research used based on a bibliographical review, has a qualitative research approach method, through the deductive approach method. The central questions of this study based on the lack of knowledge and depth of understanding of public education policies and the lack of investment on the part of the responsible institutions. In this bibliographic study, the need to promote the opportunity to clarify this government initiative and its impacts was perceived, which contribute significantly to further studies in the academic and scientific world.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The skills and competencies of computacional thinking in middle level professional education
Based on historical knowledge, man created many technologies to assist him in the production of his existence. This work sought, through qualitative-quantitative research based on the hypothetical deductive method, to research the use of Digital Information and Communication Technologies (DICTs) in the teaching-learning process in EPT and sought to answer whether the theory of Computational Thinking (CP) can contribute to professional and technological education. In the first stage, he presented the theoretical foundation through bibliographical research that addressed the topics of technology, professional and technological education and computational thinking. In the next stage, indirect documentary research was carried out on the pedagogical project of the technical course in IT at the IFMG campus Formiga. At this stage, Iramuteq software was used to process content. The third stage was the development of a digital tool based on bibliographical research and supported by the concepts of Computational Thinking. The fourth stage was the evaluation and validation of the tool developed by teachers of the technical disciplines of the IT technical course researched. Finally, in the fifth and final stage, the analysis, conclusions and final considerations were developed.
CONCEPTS FOR CONSIDERING STUDENT MENTAL HEALTH IN FULL-TIME HIGH SCHOOL TECHNICAL PROFESSIONAL EDUCATION:
In the Federal Network of Professional, Scientific and Technological Education (RFEPCT), technical education at the high school level, particularly in the integrated modality, involves the cultural, scientific, and technical development of young individuals. This requires full-time engagement in classroom activities, laboratories, workshops, as well as additional studies outside of regular school hours. This demanding process necessitates dedication, time, and individual energy, making mental health a crucial aspect of students' educational journey. Mental health issues can negatively impact attention, motivation, and socialization, all of which are essential for effective learning. This research is motivated by the frequent occurrence of complaints and symptoms of mental illness among students in the health section of an RFEPCT institution. Through theoretical and bibliographical research, this article seeks to explore and connect various concepts that help in understanding the intersection of contemporary lifestyle, youth, and mental health. Furthermore, to make this conceptual framework more relevant to high school Technical Professional Education (EPTNM), the article also discusses the concepts of mental health prevention and promotion, as well as information related to depression, anxiety, and stress. It is important to note that this article takes a conceptual approach and does not present empirical results or draw specific conclusions. Instead, its purpose is to highlight the significance of student mental health in a full-time school setting and to outline key concepts that contribute to a better understanding of this issue.
TARQUÍNIO DE SOUZA FILHO AND PROFESSIONAL EDUCATION IN THE EMPIRE:
This article analyzes the ideas of Tarquínio de Souza Filho in light of his intellectual influences and his spaces of sociability. We seek to demonstrate how authors of the stature of Celestin Hippeau and Antônio da Costa de Sousa de Macedo were fundamental for Tarquínio to think of a professional education project inspired by initiatives from other countries and that covered a wider audience. At the same time, we try to understand the importance that the Central Immigration Society, an institution of which the author was a member and director, had in thinking about an education that could serve as an attraction for foreign immigrants to come to the country. In the end, we argue that these references are indispensable to understand how Tarquínio could defend what he called “technical education”, which clashed with the dominant education until then, propaedeutic, elitist and averse to work.
RAEG Platform - Tool for Registration and Monitoring of Professional and Technological Education Graduates
The monitoring of graduates from Professional and Technological Education - EPT is of utmost importance to assess whether the "graduate profile" envisaged in the pedagogical projects of the courses, based on the evaluation of the path taken by former students after completing their courses, has been achieved. Scientific productions dedicated to the study of this theme address topics that encompass the reality and aspirations of graduates regarding their insertion into the labor market, the continuation of their studies, as well as the implementation and evaluation of public policies in this modality. Beyond recognizing the relevance of this monitoring, it is urgent to also acknowledge that its achievement brings several difficulties for the managers of institutions who recognize its importance but understand it as a medium to long-term action that requires considerable planning and allocation of resources and personnel that these institutions, as a rule, do not have. This article aims, in light of works addressing the challenges of monitoring graduates and field research conducted within the scope of the Graduate Program in Professional and Technological Education - ProfEPT and which originates from it, to present a tool aimed at directors and coordinators of technical course programs, with the purpose of enabling the automation of procedures inherent to the monitoring of EPT graduates, allowing for bulk work, avoiding the need for individual approaches, and assisting them in the process of seeking information from graduates, as well as in the analysis, comparison, and archiving of this information.
WHAT ENTREPRENEURSHIP IS THIS? ANALYSIS OF CONCEPTIONS OF WORK IN THE NEW HIGH SCHOOL DISCOURSES AND EPT GUIDELINES
The High School Reform promulgated by Law 13,415/2017 implemented a series of changes in the basic education of high school level in Brazilian schools. Far beyond altering workload and making significant changes to the curriculum, the reform strongly reflects neoliberal practices, inserting them into the school environment through formative pathways and guiding axes, especially the entrepreneurship axis. This article seeks to analyze in an attempt to identify the connections between the discourse of the reform and the promotion of a neoliberal subjectivity in education. To do so, excerpts from the National Common Curricular Base for High School was examined, highlighting "entrepreneurship" as a key point to understand how the reform is shaping a pedagogy aimed at adapting the individual to the ideal of "self-entrepreneurship". From this point of view, the high school reform is not just a structural change in education, but also a way to promote values and behaviors aligned with the principles of neoliberalism. In this context, the student becomes "empowered" to develop "skills and competencies" that allow them to adapt to the different demands inherent in a world of uncertainties and constant changes related to the labor market. With this research, we realized that entrepreneurship can play a relevant role in the school curriculum, but it is important to approach it critically and contextually, recognizing its limits and challenges, and ensuring that education remains focused on the integral development of students and the promotion of the common good. Teaching the entrepreneurship axis in high school, before a markedly neoliberal imposition, should be a space in which young people will debate and discover their skills so that they feel safe and aware of their decisions. So that they are clear that entrepreneurship must be seen as an option, and not as the only path that will lead them to a future of success and financial independence.
CONCEPTIONS OF FAMILY THROUGHOUT HISTORY: CONSIDERATIONS FOR THINKING ABOUT INCLUSION IN CONTEMPORARY TIMES
In recent years, we have noticed that themes focused on the inclusion of people with disabilities in education have been increasingly propagated in our environment. And discussing this reality makes us rethink how inclusion has contributed to those who have difficulties due to their condition. To this end, it is necessary to think about school inclusion in contemporary times, given that a significant increase in the number of people with disabilities has already become a reality in public education networks. This fact has consequently influenced their access to the world of work, as it increases the possibilities of including them in this market. Therefore, it is essential to reflect on this issue today and how families of people with disabilities perceive the process of inclusion in our daily lives. In view of this, with this article we seek to understand the conceptions of family throughout history to think about inclusion today. We believe that it is essential to have knowledge of family and which family we are talking about. Because we cannot talk about family if we do not delve deeper to understand it better. To this end, we carried out a theoretical study on the concept of family, guided by the perspective of the inclusion of autistic people, not in an integrative or adaptive way, but rather from the point of view of an inclusive society, in order to contribute to research involving the family. as a fundamental protagonist of the inclusive process. Over the years, several significant changes have occurred in family organization, making it possible to observe them based on the theoretical studies carried out. For some authors, the family is seen as the first educational agency of human beings, bringing great influences on their relationships with the world. In the past, in medieval times, it was normal for couples and children to live together in the same environment with other people who were not part of their family. It was also common to find families made up of a nuclear structure of father, mother and child. But nowadays, according to research carried out, new family arrangements have become evident, such as: Children who live alone as adults, children who live only with their mother, or father, or grandparents and also the formation of a family nucleus from a same-sex union. Therefore, we can no longer say that there is only one type of family.
PRESENTATION - THEMATIC DOSSIER PROFESSIONAL AND TECHNOLOGICAL EDUCATION:
The Minas Gerais Seminar on Professional and Technological Education aimed to provide a space for training and exchange of experiences in professional and technological education, aiming at both the construction of knowledge and the presentation of product development. The Seminar took place between September 21 and 23, 2023, at the Federal Center for Technological Education of Minas Gerais (CEFET MG), on the Divinópolis Campus. In this Dossier, the Scientific Committee selected 13 works that reflect the dynamics of professional and technological education.