ARTICULAÇÃO INSTITUCIONAL: um estudo dos espaços pedagógicos de educação do Curso Técnico Integrado ao Ensino Médio em Agropecuária do Instituto Federal do Acre – Campus Xapuri

Abstract

This study was developed within the scope of the Postgraduate Program in Professional and Technological Education – PROFEPT, and is part of Research Line 2 - Organization and Memories of Pedagogical Spaces in Professional and Technological Education (PTE) and Macroproject 6 - Organization of Pedagogical Spaces in PTE. This dissertation investigates the institutional articulation of pedagogical spaces within the Integrated Technical High School Course in Agriculture and Livestock at the Federal Institute of Acre (IFAC), Xapuri Campus, with non-formal pedagogical spaces existing in the municipality. The study sought to understand whether this articulation provides experiences and knowledge in the humanistic and comprehensive training process of students, given the social, cultural, and productive demands of the region. The research adopted a quali-quantitative approach, with an exploratory and descriptive character, and elements of action-research. The methodology involved two main stages: the first, information gathering, used semi-structured questionnaires applied to 18 2nd-year students, 21 3rd-year students, four teachers, one course coordinator, and one general director. The analysis of qualitative data was performed using Critical Discourse Analysis (CDA), while quantitative data were subjected to descriptive statistical analysis. The second stage consisted of developing an educational product. The results revealed a convergence among managers and teachers regarding the role of Professional and Technological Education (PTE) in the comprehensive training of individuals, although students' understanding of this modality is still incipient for 61,5% of them. The fundamental importance of non-formal pedagogical spaces for training was unanimously recognized; however, their institutional articulation is perceived as sporadic and limited in practice due to barriers such as bureaucracy, lack of time, and curricular fragmentation. Predominantly expository teaching methodologies and institutional challenges (infrastructure, workload, lack of transportation) were identified as obstacles to the full integration of theory and practice. Only 46,2% of students believe that current methodologies favor significant learning, autonomy, and critical thinking, with many demanding more practical classes and technical visits. Despite this, there is an effort to contextualize Xapuri's historical and cultural legacy. As the main contribution, a "Practical Guide to Non-Formal Spaces for Teachers" was developed, aiming to be a support tool for conducting field activities, promoting the integration between formal knowledge and community experiences. The research concludes that, although IFAC Xapuri Campus is theoretically aligned with PTE principles, overcoming practical challenges is crucial to enhance students' comprehensive and emancipatory training, with the guide representing a path for this articulation.