Ensino Médio Integrado: desempenho escolar dos discentes do Curso Técnico em Agropecuária do Instituto Federal do Amazonas - Campus Parintins.

Abstract

Many factors affect students' academic performance in high school, seek to understand what leads academics to choose the course and remain in it, whether their socioeconomic profile influences their interest in the course is important, both for the academic network and for the institutions, since it can serve as a basis for creating preventive measures for the academic and personal development of students. In this context, the objective of this study is to analyze the factors that influence in and beyond the school performance of the students of the Integrated Farming Course of the Federal Institute of Amazonas - Campus Parintins (IFAM - Parintins), having your specific objectives based on the historical and legal survey of Professional Education in Brazil, with emphasis on the Integrated Farming Course, evaluating the aspects of the subjects offered conditions, didactic-pedagogical organization of the curriculum matrix and other relevant components; characterizing your socioeconomics profiles; identifying, from the students perspective, factors that influence in and beyond students school performance, discussing future perspectives after the conclusion of the course. The research methods were based on the qualitative research with dialectical approach, where the subjects (students) answered questionnaire objectively and through the talk wheel method presented their perceptions regarding the course and the institution. With these discussions, it was possible to conclude that students' performance is not only linked to their interests in teaching/learning, but rather can be influenced and affected by family opinions, family and institutional structure and relationships with teachers and classmates. It was observed that the Institution, as well as other federal institutions in Brazil, does not have a specific physical structure to maintain the course in its entirety, the lack of laboratories is an obstacle to students practical activities. However, technical visits in areas and partner sites of the Institution, served as an escape valve for the students' practical contact with the course. It was also verified that, the majority of the students of the integrated course of Farming are of families of low income, where they use of the resources offered by the Institution to be maintained in full time. However, such financial situation of the students does not affect in their future perceptions. Within the perceptions of the students it was observed that, after joining the course of Farming, they started a new school reality, where they should dedicate more, beyond which, they came to formalize more critical opinions and perspectives of a better future, if try harder and seek professionalism. It was also emphasized that it is paramount for the student's academic performance, his relationships with teachers and among his classmates. With their perceptions, it was observed that the teaching method of the teachers are what cause the interest of the students in the contents of the course. Therefore, it is concluded that the school has great participation of the vocational decision of the student, forming and delineating their critical opinions and influencing in their academic and personal performance.