O projeto de vida na educação profissional na EETEPA Deodoro de Mendonça: o ensino a partir das orientações dos itinerários formativos da BNCC

Abstract

The study's research objective was the subject "Life Project", taught in high school integrated with professional education at the Deodoro de Mendonça State Technical School (EETEPA). The research sought to evaluate the effectiveness of this curricular component, using as a basis the National Common Curricular Base (BNCC), the Law of Guidelines and Bases of National Education (LDB) and the UN's 2030 Agenda. The BNCC is a document that defines the essential learning that students must acquire during their educational trajectory. In the context of integrated high school education, the subject "Life Project" plays a fundamental role in promoting interdisciplinarity and connecting theory to practice, preparing students for both the job market and life in society. However, the effective implementation of this subject faces challenges, such as the need for specific training for teachers, lack of adequate time for collective planning and the absence of clear institutional strategies. The central question of the research was how to support teachers' planning, in light of the guidelines of the BNCC and the "World of Work" training itinerary, to improve the application of the "Life Project" in professional education. The main objective was: to investigate the professional training of teachers at ETEPA Deodoro de Mendonça, in line with the guidelines of the National Common Curricular Base (BNCC), focusing on the subject "Life Project", while the specific objectives include highlighting the contributions of the BNCC and preparing an Ebook to assist teachers in the application of the subject. The research follows a qualitative approach. The results indicated that the subject has great potential to promote the development of socio-emotional skills, such as resilience, empathy and communication, in addition to favoring students' self-knowledge and autonomy. However, the effective implementation of this subject still depends on factors such as continuous teacher training, adequate time for collective planning and the establishment of clearer and more structured institutional strategies. The lack of a cohesive action plan and specific pedagogical support hinders interdisciplinary practice and the connection between theory and practice, which are essential for the training of competent professionals and critical citizens. It is expected that the results of the research and the educational product, the Ebook “Planning for Tomorrow: The Life Project in Integrated Professional Education at EETEPA Deodoro de Mendonça” will offer practical tools for teachers and contribute to a more integrated and emancipatory training, aligned with national and international guidelines.