Percepção sobre o estágio curricular supervisionado na formação dos alunos do Instituto Federal do Espírito Santo - Campus de Alegre

Abstract

Historically, school education is seen as a tool for social advancement by parents, students and the community in general, being used in different public policies by the Federal, State and Municipal Governments. In this sense, the Supervised Curricular Internship acts as a central axis for a better knowledge of the contributions that it has presented for improving the professional qualification of the students of the Technical Course in Agriculture and, consequently, for a better professional performance. The general objective established was to investigate the contribution that the supervised internship makes to the academic and professional formation of the students of the Technical course in Agriculture at the Federal Institute of Espírito Santo Campus of Alegre through an analytical study of the perceptions of teachers and managers of companies The methodological approach was characterized as a case study of a descriptive nature. In accordance with the objectives of this dissertation, a bibliographic study was initially carried out on the mandatory curricular internship for the construction of a corresponding theoretical and methodological framework, which allowed to base the discussions and analyzes presented after the data collection. For data collection, a questionnaire was used, and the questions were exposed for the teacher and grantor segments. The questionnaires were open and closed questions. The responses obtained were analyzed and represented in the form of tables, with the data exposed as a percentage. With this, it was expected to clearly show the distribution and trends of the responses obtained in each followup, facilitating the understanding of the analysis and discussion of the data. The questions asked by the teachers made it possible to systematize the set of perceptions that these professionals have about the internship, highlighting mainly the great acceptance of their ability to reflect in a practical way on the theoretical content exposed to the students. As for the perception of company managers about the professional internship and its impacts on the training of students in the technical course in agriculture, it was possible to perceive that the opinions are, for the most part, similar to the teachers' point of view. This synchrony in the way of seeing the participation of students during the internship is due to the theoretical quality of the teaching they had as a basis, as well as the good guidance during the technical activities present in the day-to-day of the internship. The suggestions collected by both teachers and managers of the internship units point to an institutional limitation, indicating that the internship script as well as the supervision of the advisor is necessary for the improvement of this activity. In addition, verifying that the internship location has the necessary credentials for an adequate demonstration of the agrarian reality is also necessary