This professional master's article from the Graduate Program in Professional and
Technological Education (PROFEPT) aims to discuss the relevance of ethical training
as an integral part of Professional and Technological Education (EPT) in the technical
cour ses of Integrated High School (EMI) of the Belém Campus of the Federal
Institute of Pará (IFPA), and is linked to the line of research: educational practices in
professional and technological education. It also considers what ethical training is, its
provi sion in educational laws and other documents, and how training has been
offered at that Campus. It also discusses the interfaces between ethics and the
dimensions of individual and collective responsibility within the scope of professional
practices and ci tizenship. This is a theoretical study that used interviews with
teachers and questionnaires to students. The pedagogical praxis related to ethical
training is built on the outline of three EMI concluding courses: mechanics,
telecommunications and electron ics. The analyzes and discussions were built based
on the theoretical dialogue with Aristotle and Kant and the studies of Brazilian
researchers such as Pedro Goergen, Maria Menin et al. Also noteworthy are Marise
Ramos and Demerval Saviani, both theorists of EPT. The problematization was
elaborated: what are the curricular bases that anchor the ethical training of EMI in the
courses of the IFPA Campus Belém? We started from the hypothesis that the
academic community would be inclined to consider the value o f ethical training if it is
focused on citizenship and professional performance. Thus, it was found in the
research, because the raison d'être of such training would occur in the construction
of the bases of citizenship and work, allowing a good profession al performance, and
that such ethical training implies a significant teaching activity of a discursive
reflective character. that enables the conscious and transforming participation of
society. Final considerations point to the fact that such training is urgent and
necessary and that it must be the main purpose of education. Finally, our educational
product are interactive didactic sequences, as these are adapted to the very nature
of ethics and philosophy with regard to critical and reflective discussions
|
