Proposição de uma sequência didática em espaço não formal de educação, como contribuição no processo de uma formação crítica e emancipatória

Abstract

The non-formal educational spaces are characterized by the diversity of social, cultural, political, and work knowledge, and, thus, these environments promote, through social functions, the contradictory, the problems and the resolutions, in addition to thematic experiences often addressed in the classroom. Thus, the dissertation carried out within the scope of the ProfEPT / IFBA Graduate Program, in which it had as its objective; to investigate the contribution of the non-formal space of education as a driver in the process of critical and emancipatory training, through the mediation of an Educational Product characterized by a Didactic Sequence, in the field of Professional and Technological Education. Therefore, it was sought through specific objectives, to make a theoretical survey on the process of a critical and emancipatory education, in the context of non-formal education spaces; then, the contextual perspectives that present a critical and emancipatory learning process were identified in the articulation between the logistics technician course and the non-formal education space; in this way, the data collection instrument was applied to the students completing the technical course in logistics, and consequent analysis; thus, it was possible, according to the results achieved in the investigation with the students, to elaborate a didactic sequence, and, consequently, promote it to validation procedures. In the methodological proposal of the dissertation, according to the objective, the constructs were analyzed produced by the application of the semi-structured questionnaire, with the graduating students of the Technical Course in Logistics, in order to perceive the perspective of training these students, in the face of the critical social, political, logistics and social function context through reverse logistics, and the world of work. Therefore, the dissertation methodology was structured by a qualitative and quantitative approach; in descriptive and exploratory objectives; giving rise to applied research and case study procedure. In this way, the research of the dissertation provided the elaboration of the Educational Product with the objective of presenting the correlation of practice in a real context in the non-formal space of education, the theories taught in the classroom, and, simultaneously, proposing connections between social knowledge , politics, logistics, the world of work, and the environment in which students are inserted. Therefore, after elaboration, this educational instrument was assessed and validated by a group of specialists. Thus, the research reflects the need to expand investigations on the theme of non-formal education spaces as a driver of critical and emancipatory teaching in the field of Professional and Technological Education.