A prática da pesquisa no ensino agrotécnico em Santa Catarina

Abstract

This historical moment we have lived comes from globalize economy and the technological revolution, whose transformations occur quickly and there is a narrow interval between the discovery and its use. Consequences this fact are relevant changes are occurring in the concept of professional ability. Nowadays is necessary to go along technical competence with intellectual competence. However, this new technician is conditioned to education conception invigorates at technological schools where they are responsible for its formation. And rather than develop a broad theories is necessary students using them actively for real purposes. So, could be done such formation through teaching strategies that enables teachers and students became partners in the search of the knowledge, conjugating practical and theory in the educational process? Could be research a meaningful learning strategy? In order to answer these questions this research was carried through in the five federal schools of Santa Catarina in the course Técnico em Agropecuária that is concomitant to high school. These institutions have been composed in their majority with master and doctors. It was characterized for a exploratory study with a quanti-qualitative boarding. Through a questionnaire was investigated if and how the research occurs, and if not, which the main factors that were preventing qualified professors develop it. Majority professors thinks that scientific research through content teaching is very important to formation their students, preparing to work, developing competences and solving problems.. Main motivations to development in practicing research pointed by professors were: possibility spreading in events, importance makes research during professional formation, as form to get resources to production didactic units. Therefore, data showed there are many factors that prevent the developing research in these institutions, too. Some professors appointed that the least motivations factors were: their schedule, many responsibilities, lack libraries and space, little time and others personal difficulties. Another reasons shown were little interest and incentive from school administration and lack of orientation, recognizing that is necessary a Scientific Methodology subject. Finally this research point that is necessary to find out solutions and alternatives for an association between teaching and research through organized and structured strategy which learners construct knowledge for all their life.