A implementação do curso técnico integrado ao ensino médio de informática no Instituto Federal de Educação, Ciência e Tecnologia de Roraima

Abstract

Since the emergence of Vocational Education in the country, in its beginnings, with the school of apprentices and artisans, the dichotomy between High School and Vocational Education coexisted. This disparity was glimpsed on the aegis of the differentiation of knowledge supply, where professional qualification was provided for the children of workers, engaged in an inflexible curricular teaching, in order to qualify them for the labor market. Throughout the historical process, educational legislations have always sought to meet the demands of the labor market, as well as political interests and alliances. With the purpose of breaking with this system, through the Lula government, through Law no. 11,892 of December 29, 2008, an innovative proposal of offer in Vocational Education arises: the Federal Institutes bring with them the challenge of offering Basic Technical and Technological Education. That is, to offer this modality of teaching supported by Resolution CNE / CEB No. 06 of September 20, 2012, which provides on the orientation of offer of Integrated Technical Education to the Middle, Subsequent Technical Education, PROEJA Teaching and Higher Education, through the courses of Technologies and Licenciaturas. Among these teaching modalities coexisting in the Federal Institute of Education, Science and Technology of Roraima in the Campus Boa Vista, this research has as object of study the Integrated Technical Education to the Middle, and seeks to reflect on the evolution of vocational education in the country, which permeated the implementation of Integral Education; a change that occurred in 2015 at the Boa Vista campus. And, being the Integrated Technical Course of the Integral to the Middle in Informatics one of the pioneers, this research seeks to analyze, through the student perspective, the subject of this modification. It is salutary to know what expectations, main changes of routine of study, available infrastructure and curricular development were triggered during the course, during the academic period from 2015 to 2017, in order to allow reflections and to obtain suggestions from the participants of the research