Contribuições do Instituto Federal de Rondônia em qualificação e formação : um estudo dos egressos do Curso Técnico em Química integrado ao ensino médio do Campus Calama

Abstract

Since 2008, the Federal Institutes of Education have been formally working in technical education integrated to secondary education, in the modalities of concomitant, subsequent, superior and postgraduate courses, in addition to the development of research and extension throughout the Brazilian territory. Considering the relevant performance of the Federal Network through the institutes in each Brazilian state, this research aimed to show the "Contribution of the Federal Institute of Rondônia in the qualification and training of technicians in Chemistry of the Calama campus". The research was developed, having as object of study the graduates of the technical course in Chemistry integrated to high school, in the formation and performance in the regional labor market. For this purpose, this work is reasoned on the historical bases, policies and guidelines that govern Brazilian education, PNEs, LDB, PPCs, Curricular Matrix, laws and decrees, among other documents that regulate its implementation, expansion and sustainability. In addition to emphasizing theoretically, the philosophical influences and pedagogical conceptions that contributed to the formation of the educational system in force in Brazil. Such an approach spares with the dialectic methodology that allowed the discussion and measurement of the IFRO campus in Calama, in the training of technical professionals in Chemistry for the regional labor market. The predominance of this method in research, applied mainly to the study of social issues, corroborates with the intention of constructing a document with statistical data about the course in question. Thus, the thesis showed, through the field research, a map of the graduates of the Calama campus course and an inherent synthesis of regional development. On the one hand, the research also focused on verifying the practical performance of graduates in professional life, conferring on whether curricular competencies are actually applied to practice. The results indicated are the first specific data in this segment in IFRO, which will contribute to the adoption of adequate measures to improve some procedures related to the course or to maintain effectiveness, aiming at teaching quality, besides constituting as a consultation document. It is worth highlighting the possibility of widening the dialogue between IFRO and private companies - a partnership that allows more access to the labor market for students. This facilitates entry into professional life and gives credit to the educational institution, as well as providing real experiences that will contribute to economic and social development.