Professional and Technological Education has historically been associated
with compensatory education for the working class; however, many educators have
tried to build teaching based on a methodology that allows the construction of a
less unequal and more participative society. This bibliographic, documentary and
descriptive research aims to analyze the contributions of participatory planning to
the implementation of the Escola da Ponte Methodology in EPTNM Courses at
IFAM, as well as the importance of re-signifying teachers for this break of
paradigms based so strongly on professional education. The theoretical
contribution was based on the ideas and perceptions of authors such as Paulo
Freire, Saviani, Ciavatta, José Pacheco, among others. The methodology used in
this research with regard to the approach is qualitative; as for nature it is Basic; in
relation to the objectives, it is of the Descriptive type, with bibliographic and
documentary research procedures, with direct observation to two of the schools
described in the present work. To analyze the data collected in publications and
audiovisuals, Content Analysis and some theoretical assumptions of Textual
Discourse Analysis are used, with a predominance of thematic content analysis.
Being a research of phenomenological methodology, since it uses the experiences
of students and educators published in books and other audiovisual documents. As
an educational product, the preparation of an orientation booklet regarding
Participatory Planning in the Escola da Ponte Methodology and its implications for
Professional and Technological Education (EPT) was considered.
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