Professional, scientific and technological education is now a reality in all Brazilian states, due
to the expansion evidenced from the creation in 2008 of the Federal Institutes of Education,
Science and Technology, bringing with it a new model of professional education for the
country, with differentiated pedagogical and curricular management, having among its
educational guidelines, the development of integral human formation capable of boosting the
access, permanence and success of students in professional, scientific and technological
education. The object of this study pervades the educational action and the contributions of
social psychology to the technological professional training of students who live in a context of
social vulnerability. The research problem is centered on the following question: How can the
interface education and social psychology contribute to integral human formation for
protagonism in professional education at the Federal Institute of Education, Science and
Technology of Amapá-IFAP, considering the socio-historical vulnerabilities in the region of
Vale do Jari? The general objective seeks: to analyze the integral human formation from the
interface professional, scientific and technological education and social psychology in the
perspective of promoting the protagonism in the professionalizing education in context of social
vulnerability. . The work methodology included bibliographical and documental research, with
a qualitative approach, exploratory descriptive method, the questionnaire used was the Likert
scale type. The results revealed the perception of the servers about the integral human formation
in the professional education in the IFAP-Campus Laranjal do Jari, from the look in the
interface of a social psychology of decolonial vision. The study reaffirms the need to make
professional, scientific and technological education still inclusive, not only numerically
representative, but mainly, a protagonist in teaching that respects human diversity, taking into
account the ideologization of domination and exploitation left in history. Therefore,
strengthening popular instances that occur in popular groups, especially groups excluded from
dominant civilizing processes, is an essential part of education. Make the educational action the
privileged place to rescue the memory of struggles, in a work of valuing and enhancing
relationships, capable of truly transforming inequalities and social violence.
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