O trabalho e a pesquisa no ensino médio integrado à educação profissional: uma nova perspectiva de desenvolvimento rural

ABSTRACT. This article discusses the formative course involving the first institutionalized experience of High School integrated into the Professional Education of the Campus Rural de Marabá, from the IFPA for young farmers in the southeast of Pará. The objective is to analyze the articulation between Work and Research in the Technical Course - Professionalising in Agropecuária, based on the theoretical-methodological strategy of pedagogic alternation and its effectiveness in the students' training course. To do so, the study took as theoretical reference work studies as an educational principle and was produced from the qualitative approach, using documentary analysis and participant observation. Taking as an element of analysis the organization of the pedagogical work in the course, the research obtained as a result the identification of alternation as centrality, being an instrument to drive the referred articulation between work and research. In addition to this, the commitment of the professional formation, materialized from the perspective of the Rural Education, with the project of development of the settlements of southeastern Pará, in a new one of form of producing knowledge, grounding the school of the countryside, like space of technological and productive matrix of agroecological basis.ABSTRACT. This article discusses the formative course involving the first institutionalized experience of High School integrated into the Professional Education of the Campus Rural de Marabá, from the IFPA for young farmers in the southeast of Pará. The objective is to analyze the articulation between Work and Research in the Technical Course - Professionalising in Agropecuária, based on the theoretical-methodological strategy of pedagogic alternation and its effectiveness in the students' training course. To do so, the study took as theoretical reference work studies as an educational principle and was produced from the qualitative approach, using documentary analysis and participant observation. Taking as an element of analysis the organization of the pedagogical work in the course, the research obtained as a result the identification of alternation as centrality, being an instrument to drive the referred articulation between work and research. In addition to this, the commitment of the professional formation, materialized from the perspective of the Rural Education, with the project of development of the settlements of southeastern Pará, in a new one of form of producing knowledge, grounding the school of the countryside, like space of technological and productive matrix of agroecological basis.ABSTRACT. This article discusses the formative course involving the first institutionalized experience of High School integrated into the Professional Education of the Campus Rural de Marabá, from the IFPA for young farmers in the southeast of Pará. The objective is to analyze the articulation between Work and Research in the Technical Course - Professionalising in Agropecuária, based on the theoretical-methodological strategy of pedagogic alternation and its effectiveness in the students' training course. To do so, the study took as theoretical reference work studies as an educational principle and was produced from the qualitative approach, using documentary analysis and participant observation. Taking as an element of analysis the organization of the pedagogical work in the course, the research obtained as a result the identification of alternation as centrality, being an instrument to drive the referred articulation between work and research. In addition to this, the commitment of the professional formation, materialized from the perspective of the Rural Education, with the project of development of the settlements of southeastern Pará, in a new one of form of producing knowledge, grounding the school of the countryside, like space of technological and productive matrix of agroecological basis.O artigo discute o percurso formativo envolvendo a primeira experiência institucionalizada de Ensino Médio integrado à Educação Profissional do Campus Rural de Marabá, do IFPA para jovens agricultores do Sudeste do Pará. Objetiva-se, neste sentido, analisar a articulação entre Trabalho e Pesquisa no Curso Técnico-Profissionalizante em Agropecuária, baseada na estratégia teórico-metodológica da alternância pedagógica e sua efetivação no percurso formativo dos estudantes. Para tanto, a pesquisa tomou como referência teórica os estudos do trabalho como princípio educativo e foi produzido a partir da abordagem qualitativa, utilizando-se a análise documental e a observação participante. Tomando como elemento de análise a organização do trabalho pedagógico no curso, a pesquisa obteve como resultado a identificação da alternância como centralidade, sendo um instrumento impulsionador da referida articulação entre trabalho e pesquisa. Acrescenta-se a isto o comprometimento da formação profissional, materializada sob a perspectiva da Educação do Campo, com o projeto de desenvolvimento dos assentamentos do Sudeste Paraense, em uma nova forma de produzir conhecimento, fundamentando a escola do campo como espaço de construção da matriz tecnológica e produtiva de base agroecológica. Palavras-chave: Trabalho como Princípio Educativo, Alternância Pedagógica, Educação Profissional do Campo.   Work and research in secondary education integrated with vocational education: a new perspective of rural development                                  ABSTRACT. This article discusses the formative course involving the first institutionalized experience of High School integrated into the Professional Education of the Campus Rural de Marabá, from the IFPA for young farmers in the southeast of Pará. The objective is to analyze the articulation between Work and Research in the Technical Course - Professionalising in Agropecuária, based on the theoretical-methodological strategy of pedagogic alternation and its effectiveness in the students' training course. To do so, the study took as theoretical reference work studies as an educational principle and was produced from the qualitative approach, using documentary analysis and participant observation. Taking as an element of analysis the organization of the pedagogical work in the course, the research obtained as a result the identification of alternation as centrality, being an instrument to drive the referred articulation between work and research. In addition to this, the commitment of the professional formation, materialized from the perspective of the Rural Education, with the project of development of the settlements of southeastern Pará, in a new one of form of producing knowledge, grounding the school of the countryside, like space of technological and productive matrix of agroecological basis. Keywords: Work as an Educational Principle, Pedagogical Alternation, Professional Rural Education.   El trabajo y la investigación en la enseñanza media integrada a la educación profesional: una nueva perspectiva de desarrollo rural RESUMEN. El artículo discute el itinerario formativo involucrando la primera experiencia institucionalizada de Enseñanza Media integrada a la Educación Profesional del Campus Rural de Marabá, del IFPA para jóvenes agricultores del Sudeste de Pará. Se objetiva en este sentido, analizar la articulación entre trabajo e investigación en el curso técnico -Profesional en Agropecuaria, basada en la estrategia teórico-metodológica de la alternancia pedagógica y su efectividad en el recorrido formativo de los estudiantes. Para ello, la investigación tomó como referencia teórica los estudios del trabajo como principio educativo y fue producido a partir del abordaje cualitativo, utilizando el análisis documental y la observación participante. Tomando como elemento de análisis la organización del trabajo pedagógico en el curso, la investigación obtuvo como resultado la identificación de la alternancia como centralidad, siendo un instrumento para impulsar la articulación de la referida relación entre trabajo e investigación. Se añade a esto, el compromiso de la formación profesional, materializada bajo la perspectiva de la Educación del Campo, con el proyecto de desarrollo de los asentamientos del Sudeste paraense, en una nueva de forma de producir conocimiento, fundamentando la escuela del campo, como espacio de campo construcción de la matriz tecnológica y productiva de base agroecológica. Palabras clave: Trabajo como Principio Educativo, Alternancia Pedagógica, Educación Professional del Campo