Mandatory curricular internship: Contributions to the training and professional insertion of agricultural technicians at IF Goiano - Campus Uruta?

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2023-01-24T14:45:24Z No. of bitstreams: 1 2020 - M?rcio Fernandes Carneiro.pdf: 4936289 bytes, checksum: d6f675ce3a40ff4a9fdc9cbd5c889fe8 (MD5) Made available in DSpace on 2023-01-24T14:45:24Z (GMT). No. of bitstreams: 1 2020 - M?rcio Fernandes Carneiro.pdf: 4936289 bytes, checksum: d6f675ce3a40ff4a9fdc9cbd5c889fe8 (MD5) Previous issue date: 2020-06-18 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior The research work was carried out at the Uruta? Campus of the Federal Goiano Institute, located in the Midwest of the state of Goi?s. The research systematically analyzed the documentary collection related to the practice of the Compulsory Curricular Internship in the Agricultural Course at the Uruta? Campus of the Federal Goiano Institute. in order to evaluate the practice of the Internship as an instrument of training and professional insertion from the subjects involved in the process. We opted for conducting a qualitative / quantitative investigation, where the objective was to find out if the mandatory curricular internship as it is being carried out, contributes effectively to the training and professional insertion of the Agricultural Technician at Campus Uruta?. Initially, a semi-structured questionnaire was used to collect data applied to 20 (twenty students) apt for internships, 10 from the integrated course and 10 from the concomitant / subsequent modality. Questionnaires were also applied to 10 teachers. The selection of teachers was based on the criterion of qualification as a Mandatory Curricular Internship Advisor, in the last five years. Semi-structured questionnaires were applied with 5 entrepreneurs who regularly offer internship vacancies to students at the Uruta? Campus. The selection criteria for entrepreneurs were based on those that offer the greatest number of internship vacancies. Thus, in this research, the files available in the Extension Department, bibliographic searches, in addition to the instruments and / or tools for data collection with participatory observation and a semi-structured questionnaire with open and closed questions were used, which were prepared in the first semester of 2019. The results obtained indicate that the IF Goiano Campus Uruta? has been following the changes imposed by the changes in the internship regulations due to laws and resolutions. The research pointed out problems related to curricular contextualization, orientation, workload and related to the contribution of practical classes held at IF Goiano Campus Uruta? to the curricular internship. The results obtained corroborate the testimonies about the appropriateness of the internship period described by the coordinators of the Federal Institutes of Education, showing that there are considerable benefits in carrying out the internship after completing the course. The results show that the internship helps to awaken the interest in the professional area and in the discovery of the professional vocation and the coexistence with supervisor and employees of the companies / institutions, helps in the school, personal and professional development, especially in the personal development the aspect behavioral and professional learning about the work environment. In view of this preliminary approach, we conclude that the internship brings important contributions to the training of the technician, however, although the internship process is conducted properly, the school must implement actions to contribute to the process of supervision, guidance and assessment of possible changes in the load. minimum internship hours, and curricular structure in relation to the practical classes developed at the institution, as well as deepening studies to assess the feasibility of changing the period of completion of the internship O trabalho de pesquisa foi realizado no Campus Uruta? do Instituto Federal Goiano, localizado no Centro-Oeste do estado de Goi?s. A pesquisa analisou sistematicamente o acervo documental relacionado ? pr?tica do Est?gio Curricular Obrigat?rio no Curso T?cnico em Agropecu?ria do Campus Uruta? do Instituto Federal Goiano com intuito de avaliar a pr?tica do Est?gio como instrumento de forma??o e inser??o profissional a partir dos sujeitos envolvidos no processo. Optou-se pela realiza??o de uma investiga??o de natureza qualitativo/quantitativa, onde o objetivo foi descobrir se o est?gio curricular obrigat?rio da forma como est? sendo realizado, contribui de forma efetiva na forma??o e inser??o profissional do T?cnico em Agropecu?ria do Campus Uruta?. Inicialmente utilizou-se um question?rio semiestruturado para coleta de dados aplicados a 20 (vinte estudantes) apto a estagiarem, sendo 10 do curso integrado e 10 da modalidade concomitante/subsequente. Tamb?m foram aplicados question?rios com 10 docentes. A sele??o dos docentes foi baseada no crit?rio de enquadramento como Orientador de Est?gio Curricular Obrigat?rio, nos ?ltimos cinco anos. Foram aplicados question?rios semiestruturados com 5 empres?rios que oferecem, regularmente, vagas de est?gio para os estudantes do Campus Uruta?. O crit?rio de sele??o dos empres?rios foi baseado naqueles que oferecem maior quantidade de vagas para est?gio. Desta forma, nesta pesquisa foram utilizados os arquivos dispon?veis na Dire??o de Extens?o, pesquisas bibliogr?ficas, al?m dos instrumentos e/ou ferramentas para coleta de dados com a observa??o participativa e question?rio semiestruturado com quest?es abertas e fechadas, os quais foram elaborados no primeiro semestre de 2019. Os resultados obtidos indicam que o IF Goiano Campus Uruta? vem acompanhando as transforma??es impostas pelas mudan?as ocorridas nas normativas de est?gio por for?a de leis e resolu??es. A pesquisa apontou problemas referentes ? contextualiza??o curricular, orienta??o, carga hor?ria e referente ? contribui??o das aulas pr?ticas realizadas no IF Goiano Campus Uruta? ao est?gio curricular. Os resultados obtidos corroboram os depoimentos sobre a adequa??o do per?odo de est?gio descrito pelos coordenadores dos Institutos Federais de Educa??o, mostrando que h? benef?cios consider?veis na realiza??o do est?gio ap?s a integraliza??o do curso. Os resultados mostram que o est?gio ajuda a despertar o interesse pela ?rea profissional e na descoberta da voca??o profissional e a conviv?ncia com supervisor e funcion?rios das empresas/institui??es, auxilia no desenvolvimento escolar, pessoal e profissional, destacandose principalmente no desenvolvimento pessoal o aspecto comportamental e no profissional a aprendizagem sobre o ambiente de trabalho. Diante desta abordagem preliminar conclu?mos que o est?gio traz importantes contribui??es na forma??o do t?cnico, por?m, apesar do processo de est?gio ser conduzido de maneira adequada, a escola deve implementar a??es para contribuir no processo de supervis?o, orienta??o e de avalia??o de poss?veis altera??es da carga hor?ria m?nima de est?gio, e estrutura??o curricular em rela??o ?s aulas pr?ticas desenvolvidas na institui??o, bem como aprofundar os estudos para avaliar a viabilidade de altera??o do per?odo de cumprimento do est?gio