Autonomia do educando na Educação Profissional e Tecnológica: a gestão democrático-participativa como espaço formativo

Abstract

The research aimed to evaluate the student's perception in relation to the participation and exercise of autonomy in the school management spaces of the IF Goiano - Morrinhos Campus. The participatory spaces of democratic school management are taken as non-formal teaching mechanisms that, combined with formal education, favor integral human formation, one of the concepts of Professional and Technological Education. The participation in different spaces can range from physical presence to effective participation, with engagement, in this way democratic-participatory management meets the need to stimulate dialogue and create horizontal relationships inside the school for the full development of the student. The research consists of a case study with a mixed approach, developed at IF Goiano - Morrinhos Campus, with students enrolled in 2020 in the second year of Integrated High School of Agriculture, Food and Computer courses. Bibliographic, documentary research, the application of an electronic questionnaire through Google Forms, containing open and closed questions and an interview through a focus group were carried out and the research data were analyzed using content analysis for qualitative data and descriptive statistics for quantitative data. The results show that young people consider themselves participatory, understand the relevance of participation in their training and that the IF Goiano - Morrinhos Campus provides democratic spaces, but they point out as impediments to participation: lack of spirit or motivation, lack of appreciation of the participation of the student, lack of knowledge of the organizational structure for participation and lack of time. In view of these findings, an e-book in the form of a fictional diary, entitled ‗Diary of a Participatory Youth‘, was developed as an educational product, considering the content-form-recipient triad present in Historical-Critical Pedagogy. The product was applied and evaluated with the target audience who considered it dynamic, easy to read and understand, being pointed out as relevant, and that the access to information at the time of joining the institution would contribute to a more participatory posture. With the results, it is clear that the autonomous development of the student through participation is possible, for that it is necessary to know the students, rethink the school spaces of participation and create others that allow participation with engagement. It is known that democratic school management is built on daily work, so democratic-participatory spaces must be seen beyond compliance with legal norms, as they can contribute to integral human formation, enabling for the student a complete, more critical and autonomous development.