O Processo de Acolhimento Institucional e Integração dos Servidores do Instituto Federal Do Acre - Campus Cruzeiro Do Sul

Abstract

The study problematizes the processes related to the actions of Welcoming and Institutional Integration of the Servants of the Federal Institute of Acre - Campus Cruzeiro do Sul. The objectives of the research were: i) to present a historical evolution of Professional Education in Brazil and the challenges faced by teachers in their work in the scope of vertical integration at the Federal Institute of Acre - Campus Cruzeiro do Sul. ii) analyze the management of organizational culture at Federal Institutes from the Federal Institute of Acre, Campus Cruzeiro do Sul, pointing out the limits, challenges and turnover of teachers, as well as the perspectives of changes and improvements for the management of organizational culture. iii) to analyze the perceptions of teachers about the welcoming, integration processes and the impacts experienced in their pedagogical practice. iv) present the Educational Product aimed at a Proposal for the Institutional Welcoming and Integration of Servers in Professional and Technological Education at the Federal Institute of Acre - Campus Cruzeiro do Sul. The research was carried out at the Federal Institute of Acre, Campus Cruzeiro do Sul, through a quali-quantitative approach, methodologically supported by in loco observations and application of a semi structured questionnaire. The data collected were organized into analytical categories where the content analysis technique was used for tabulation and interpretation of the data collected through documentary and field research with the application of open and closed questionnaires. It was found that the teaching work in the vertical context has implications, since the teacher serves several areas, both knowledge and teaching levels, weakening and causing the intensification of teaching work. As for the management of the organizational culture at the Cruzeiro do Sul Campus, limitations were observed, representing challenges for insertion in the career, especially for teaching practice. The results of the research showed that the welcoming issue is fundamentally important to be implemented in the institution, allowing the beginning employee to know the institutional and organizational context. Considering the results of the discussion, the Educational Product materialized a Proposal for Institutional Welcoming to IFAC-CZS servers, which will be made available to institutional sectors in order to contribute to welcoming and integrating servers into the institutional environment, as well as the organizational flows of each sector, favoring knowledge of the organizational culture, enabling them to perform better in teaching and functional activities. The proposal is organized in two formative moments: in the first moment, the reception by the educational management teams will be developed and in the second moment, a proposal for integration with civil servants. The analysis of the results showed that the proposal was qualified as relevant because it presents moments of information and training that are essential to functional life, being practicable and pertinent to be applied for the reception and integration of civil servers to the institution. Based on the results of the research it is possible to conclude that: i) The complexity of the organization of teaching work in the IFs with the verticalization of teaching causes the intensification of the working day is a challenge of continuing education for teaching work. ii) The knowledge of the organizational culture guarantees the server a better adaptation in the institution, as well as success in educational activities. iii) EBTT employees experience difficulties and challenges as soon as they start their careers.