A promoção e retenção no curso técnico integrado em agropecuária do IFAM-CMZL numa perspectiva de Edgar Morin

Abstract

This academic research has as its central theme the issue of retention and promotion in professional and technological education. Retention presents itself as a multifaceted element, which does not maintain its origins and reasons in a single factor or placing its blame on isolated and specific entities, but on a set of elements. This same reason applies to the academic result in promotion, when the student is successful, it is understood as arising from a set of factors that, together, contribute to the student not only passing, but also learning. meaningful and true. It is understood, therefore, that both retention and promotion are not restricted to the result of passing or failing, it is about understanding the complexity and relationship of the factors that lead to these conditions and their implications. The current scientific study has the general objective of analyzing the main factors that lead to promotion and retention in secondary level technical professional education integrated at the Instituto Federal do Amazonas campus Manaus east zone. To achieve this objective, the Case Study was used as a methodological instrument, developed alongside the chosen technical course, bibliographical research, and the use of a semi-structured questionnaire, with a qualitative approach. Teachers and students from the Federal Institute of Amazonas were interviewed, the interviews were carried out in person using a guided form. The Complexity Theory was used as a theoretical reference in accordance with what was postulated by Edgar Morin. The research results were analyzed in light of Morin's thoughts and his conceptions about Complexity and themes related to education. The main results highlight the urgent need to think about education in view of the break with the current educational paradigms, to the detriment of the adoption of a new educational stance based on complex thinking and the adoption of public educational policies that can meet the demands of the Federal Institutes.