O REGISTRO ESCOLAR COMO ESPAÇO DE ENSINO E APRENDIZAGEM NO INSTITUTO FEDERAL DO ACRE, CAMPUS RIO BRANCO (AC)

Abstract

This dissertation, developed within the scope of the Postgraduate Program in Professional and Technological Education from the Federal Institute of Education, Science and Technology of Acre (ProfEPT/Ifac), in Research Line 2 "Organization and Memories of Pedagogical Spaces in Professional and Technological Education" in Macroproject 6 "Organization of pedagogical spaces in EPT", problematizes the understanding of the School Registry as a sector restricted to bureaucratic-administrative functions. The research starts from the following question: "to what extent does the School Registry of the Federal Institute of Acre (Ifac) – Rio Branco campus constitute an educational and formative space that interferes in the teaching-learning process of the academic community?". The general objective is to analyze the School Registry as a space for the construction of knowledge, understanding it as an educational environment situated between the bureaucraticadministrative paradigm and the pedagogical perspective of Professional and Technological Education. This study is based on theoretical contributions from historical-critical pedagogy, democratic management of education, and Professional and Technological Education, drawing on the work of Dermeval Saviani (2007; 2008; 2011), José Carlos Libâneo (2015; 2018), Vitor Henrique Paro (2016), Valéria Regina Favaro (2014), and Marta Helena Szadkoski (2022), which allow for an understanding of educational work, pedagogical spaces, and school records as formative, historical, and social dimensions. Methodologically, a qualitative approach was adopted (Minayo, 2009), with documentary analysis (Lakatos; Marconi, 2017) of institutional regulations, a review of academic productions (Luna, 2011), and content analysis (Bardin, 1977), using the Federal Institute of Acre – Rio Branco campus as the empirical locus. The results show that the School Registry transcends the purely technical-bureaucratic logic and is configured as a strategic educational space, in which formal and non-formal learning, academic guidance, institutional mediation, and preservation of school memory occur, although it still faces weaknesses related to the standardization of procedures, regulatory updates, technological modernization, and professional recognition. As an educational product, a guidance booklet was developed, primarily aimed at incoming students of the Integrated Technical Course in Building Construction at IFAC – Rio Branco campus, with the purpose of presenting, in a didactic and accessible way, the flows, procedures, rights, and duties related to the School Registry, contributing to academic integration, student autonomy, and the strengthening of institutional educational practices. The booklet will be used as a pedagogical-institutional tool to support the initial orientation of students in the context of Professional and Technological Education.