Polytechnical formation is based on principles that reinforce the integration between multiple
dimensions of human development and in the ontological perspective of work. As a
consequence, this master’s research, situated in the field of Professional and Technological
High School Education (EPTMN), brings to the center of discussion the formative space of the
professional internship, focusing on the discursive gender report. And so, we aim to understand
how the Professional Internship Report of IFAM's technical high school courses can coordinate
aspects of polytechnical trainig in its textual construction process. For this, we restric this study
to the “Manaus Centro” Campus of the referred institute, highlighting as participating subjects
the professional internship advisors. In this context, we reached four courses linked to the
integrated and subsequent offers – eletrotechnics, mechanics, computers and buildings -,
enphasizing two main stages of investigation: documentary research and online field research.
Thus, we used the questionnaire and the semi-structured interview as a data collection
technique, highlighting the qualitative approach. In this direction, we relied on Content analysis
procedures (BARDIN, 2016) to systematize, discuss and structure the necessary inferences to
confirm the discursive information. Still in this trajectory, we built an educational product wich
purpose was to interfere in the indetified issues and contribute to the written orientation process
of the textual genre used. So, we found that, in order to articulate aspects of the polytechnic
formation, it is fundamental that the internship report goes through a constructive process that
stimulates the expansion of the students knowledge and integrates the theoretical and technical
dimensions, avoiding a critical look at the work. With this, we emphasize the relevance of na
educational material that considers the fundamentals and the integrations proposed by the
polytechnics, as well as the conception of textual genres from a socio-discursive point of view.
In addition to that, we also emphasize the need of contributions directed to the internship
advisor, who has an evidente role on the elaboration of the report. Moreover, we stress that this
research is based on the research line "Organization and Memories of Pedagogical Spaces in
Vocational and Technological Education", whose bases are present in the Macroproject
"History and memories in the context of EFA", according to the guidelines of the Professional
Master in Vocational and Technological Education (ProfEPT).
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