Pesquisa como Princípio Pedagógico no Ensino Médio Integrado: orientações à gestão de ensino do Instituto Federal do Acre, campus Rio Branco

Abstract

This research sought to investigate the practice of research as a pedagogical principle by the teaching management of Ifac, Campus Rio Branco, as a provider of Integrated High School (IHS) in the modality of Professional and Technological Education, as a contribution to integral formation. To this end, three specific objectives are launched: a) to identify if the teaching management of Federal Institute of Acre, Campus Rio Branco, develops the research as a pedagogical principle with the students linked to the IHS; b) to recognize whether the teaching staff, active in the IHS of Campus Rio Branco, is stimulated by teaching management and if it stimulates scientific initiation with students; c) to prepare didactic material to help the teaching management of Campus Rio Branco in promoting scientific initiation for IHS students. To achieve the objectives, three articles and a didactic material are presented. The first article analyzes, under a literary review in the educational field, concepts involved in Integrated High School, research as a pedagogical principle and Scientific Initiation. The second article approaches the perception of teaching managers about research in IHS. The third article treats the view of acting teachers in integrated technical courses in Buildings, Internet Computing and Computer Networks in relation to research as a pedagogical principle in IHS. The three articles have a common methodological option the qualitative approach and the exploratory objective. With the exception of the first, which has a basic nature and bibliographic and documentary procedures, the other articles have an applied nature and use semi-structured interviews and questionnaires, respectively, as data collection techniques. Data were analyzed using Bardin's (2016) categorical content analysis technique. The results show that the modalities of scientific initiation, curricular component, institutional program and public policy can be institutionally adopted, in order to cause positive impacts to the student in their teaching and learning processes (first article); that the workload is one of the difficulties pointed out by the managers, that integrative projects 12 and methodologies are recognized as means of stimulating research in IHS (second article); that there is evidence of a teaching staff that perceives a stimulus to the practice of research by teaching management, which is still less than desirable and, at the same time, the stimulating action between teacher-student as a challenge (third article). The didactic material “Research as a pedagogical principle in Integrated High School”, resulting from the research developed, intends to help the teaching management in the dissemination of research as a pedagogical principle in the investigated locus. In its structure, are approached research as a pedagogical principle, the IHS and scientific initiation (SI); the modalities of SI in IHS; and outlines guidelines for teaching management to encourage research.