Egressos da educação profissional técnica de nível médio na modalidade a distância: um estudo exploratório da proposta formativa e da inserção profissional

Abstract

The presented study investigated the perceptions of the graduates of technical and professional education at high-school level, about the qualification received and the professional insertion. The study was carried out at the Diamantina Campus of the Federal Institute of Northern Minas Gerais with graduates of three online technical courses from the Open Technical School Network of Brazil (Rede e-Tec). We sought to answer the research question: How do the graduates of online technical courses of a Federal Institute evaluate the results of their academic and professional qualification? Based on this issue, it was necessary to deepen studies on Professional Education, Online Education and Institutional Evaluation in the field of Education, which included the authors Fidalgo (1999), Belloni (2000, 2005, 2012), Kuenzer (2006, 2007), Frigotto (2007, 2007a), Gadotti (2010), Valente (2011), Gomes (2014, 2015), Machado (2015), Magrone (2017), Dore, Sales e Silva (2017), Mill (2016, 2018), Freire (2019). The bibliographical and documentary research allowed the identification of conflicts about academic permanence and evasion; educational duality; the expansion of Professional Education through Online Education; and an institutional evaluation of how to improve the quality of education. The adopted methodology involved exploratory, bibliographic, documentary and field research. As for the procedures for data collection, a survey and a semi-structured interview with the graduates were used. The results revealed that the parameters for the quality of the qualification received, in the perception of graduates, have a direct influence on their professional insertion. There was a low professional insertion rate in the area of qualification and the demand for a greater number of practical classes. And yet, the graduates recognize the importance of the course in professional and personal life, and evaluate it as a positive experience in the academic trajectory.