PROGRAMA CONHECE IFG: UMA INTERVENÇÃO PARA O CONHECIMENTO DO MUNDO DO TRABALHO

Abstract

This research, conducted within the scope of the Graduate Program in Professional and Technological Education (PROFEPT), investigated a pedagogical intervention implemented through the Conhece IFG Initiative at the Federal Institute of Goiás (IFG), Senador Canedo Campus. Since 2017, the initiative has been carried out in partnership with the Goiás State Department of Education and the Municipal Department of Education of Senador Canedo as a strategy to strengthen the relationship between the institution and basic education students by promoting the dissemination of the educational programs offered and providing opportunities to experience the institutional environment. However, the need was identified to enhance its educational potential for IFG students who serve as monitors, fostering the development of knowledge, skills, and attitudes related to the world of work. In this context, the study sought to answer the following research question: to what extent does a pedagogical intervention, structured through a didactic sequence within the Conhece IFG Initiative, contribute to the development of student agency and to the learning of knowledge, skills, and attitudes related to the world of work? The general objective was to investigate the outcomes of this pedagogical intervention among students enrolled in the Integrated Secondary Technical Education programs participating in the initiative. The specific objectives were to promote student agency based on Pistrak's concept of self-organization; to develop competencies related to communication, institutional mediation, public service, collaborative work, and interpersonal relationships; and to encourage students' active participation in institutional presentations and laboratory demonstrations, thereby contributing to their omnilateral education. The research adopted a qualitative approach grounded in Historical-Dialectical Materialism and Action Research, using a didactic sequence based on active learning methodologies as its intervention strategy. Data were produced through participant observation, intervention records, and the application of a self-assessment instrument and were analyzed using Bardin's Content Analysis. As the educational product of the study, a methodological pathway was developed to support the implementation of the Conhece IFG Initiative, organized into stages that guide planning, the preparation of student monitors, and the execution of the proposed activities. The findings demonstrated that the intervention strengthened student agency, promoted the development of communicative, socio-emotional, and professional competencies, expanded students' autonomy, responsibility, and teamwork skills, and fostered a more critical understanding of the world of work. Furthermore, the didactic sequence enhanced the performance of student monitors, strengthened their comprehensive education, and increased the educational potential of the Conhece IFG Initiative, demonstrating that the articulation among teaching, extension, and human development constitutes a relevant strategy for Professional and Technological Education.