A metodologia da problematização como caminho para uma práxis crítico-reflexiva no estágio supervisionado da educação profissional técnica de nível médio

Abstract

This dissertation, conducted within the scope of the Professional and Technological Education Graduate Program (ProfEPT), presents a didactic-pedagogical proposal for conducting supervised internships within institutional settings in Technical MiddleLevel Professional Education (EPTNM) courses. The Problematization Methodology (MP) is employed as the central pedagogical strategy, promoting critical-reflexive praxis. The research adopted a qualitative approach, involving semi-structured interviews with a supervising professor and focus group discussions with students from a technical course at a Federal Educational Institution. The proposal’s development was grounded in the principles of Educational Design Research (EDR), which aims to contribute to educational practice and theory by creating solutions that enhance teaching and generate applicable and generalizable knowledge. The results indicate that MP contributes to the educational process of supervised internships, going beyond mere assimilation of technical-scientific content and contributing to the development of critical-reflexive praxis. Unlike traditional internships, which often focus on reproducing knowledge and practices, MP adopts a problem-posing approach, encouraging students to identify, analyze, and propose solutions to real-world problems in their fields of practice, thereby promoting the development of technical, ethical, and political skills. Thus, the didactic-pedagogical proposal directly impacts students’ comprehensive education and professional reality.