TRABALHO POR PROJETOS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA – UM PANORAMA DE DIFERENTES VISÕES

Authors

  • Alysson Ramos Artuso IFPR
  • Patricia Daniela Maciel IFPR

DOI:

https://doi.org/10.21527/2179-1309.2020.112.170-184

Keywords:

Project methodology. Professional and technological education. Political-pedagogical currents. Integrated curriculum.

Abstract

The Federal Institutes of Education, Science and Technology, founded in 2008, gave a new boost and format to professional and technological education in Brazil. The integrated curriculum became the north of this new conception and several strategies were put into practice to make it operational, including work by projects. This article aims to make a brief rescue of pedagogical tendencies and historical contexts of work by projects to discuss its application, especially in professional and technological education according to three different political and pedagogical points of view: Pragmatism, Social Phenomenology and Historical-Dialectical Materialism. For this, we done bibliographical review followed by a theoretical discussion that shows the main characteristics and differences in the work by projects. In the end, a scheme is proposed to synthesize work by projects in these three major currents.

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Published

2020-09-09

How to Cite

Artuso, A. R., & Maciel, P. D. (2020). TRABALHO POR PROJETOS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA – UM PANORAMA DE DIFERENTES VISÕES. Revista Contexto & Educação, 35(112), 170–184. https://doi.org/10.21527/2179-1309.2020.112.170-184

Issue

Vol. 35 No. 112 (2020): Trabalho, Currículo e Educação

Section

Dossiê: Trabalho, Currículo Integrado e Educação

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