Abstracts Education

Engajamento estudantil na produção de tecnologia social no ensino médio integral e integrado à educação profissional

by Maria Helena Cavalcanti da Silva BELCHIOR

This research was built from the pillars: student engagement, social technology, and integral high school integrated to professional education. The study assumes that the diffusion of social technology is a vector capable of inducing student engagement, based on the multiple conceptions of knowledge derived from the subjects and its repercussions on the learning generated. In this sense, we defend the thesis that academic experiences aimed at the development of social technology, focused on local reality, contribute to the engagement of students when inserted into learning contexts. Its locus of study is the Jurandir Bezerra Lins State Technical School, located Igarassu, Pernambuco, and, as research subjects, students of high school integrated to professional education in tourism guide. Its general objective is to investigate the influence of social technology production on student engagement in high school integrated to professional education in tourism guide. Regarding the methodological procedures, we defined it as research of an essentially qualitative nature, of a practical and exploratory kind. We also used documentary and bibliographic research. We employed multiple means for the data construction in the field of investigation, analyzing them through the content analysis method, based on the thematic categories and subcategories generated in the light of the theoretical references studied. We verified the presence of the dimensions of student engagement discussed in the literature about the construct during social technology production, and these were reflected through indicators of student engagement, such as: collaboration, protagonism, teamwork, and autonomy. The students' engagement was also highlighted by relating it to the medium level technical qualification in tourism guide, which configured an engagement originating from the contexts of professional and technological education experienced. We emphasize that the search for the promotion of learning scenarios in which social technology serves as a link between school and society configures itself as an instrument of active student participation, which is reflected in their engagement. In their continuous process of (re)construction of knowledge, students will be able to recognize in their own territory a place to produce social technology, consistent with their reality and their subjects, as well as a space for experiences of their future professional performance.