O Sentido da Formação no Projeto Goiás Tec Ensino Médio Presencial Mediado por Tecnologias

Abstract

This master's research is part of the Research Line in Education, School and Technologies, in the axis of Educational Public Policies, linked to the Research Group on Educational Policies and Teacher Training (GPEFORP-CNPQ), of the Interdisciplinary Graduate Program in Education, Language and Technologies (PPGIELT) of the State University of Goiás (UEG). The objective is to explore the meaning of training in the Goiás Project, Technology-Mediated In-Person High School. To this end, the question is posed: what is the meaning of training and the impacts of the Goiás Tec project? To this end, the general objective is defined as understanding the training process and the impacts of the Goiás Tec project. The specific objectives are: a) to identify the challenges of human formation in a context of semi-formation; b) understand theconcepts of technology and its relationship with education; c) to analyze the historical challenges of High School in Brazil, the legal frameworks that regulate in-person teaching mediated by technologies, in addition to the structural, logistical, pedagogical, and methodological aspects of the Goiás Tec Project; and d) to present reflections on the meaning of human formation promoted by in-person High School mediated by technologies within the scope of the Goiás Tec Project. The theoretical-methodological assumptions are part of the field of critical approach. This perspective allows exploring knowledge through the analysis of social, cultural, and political structures and reflection on inequalities and mechanisms of domination existing in society. The investigation corresponds to bibliographic research, with the analysis of documents conducted in physical and digital sources. It is highlighted the works focused on the Goiás Tec Project (Silva; Oliveira, 2021; Martins; Raimann, 2023; Fialho; Ferreira; Torres, 2023; Peres; Cantero, 2024) and works focused on in-person teaching mediated by technologies (Arcanjo, 2015; Correia, 2015; Souza, 2016; Birth, 2017; Pereira, 2017; Nascimento, 2018; Santos, 2018; Klein, 2018; Soares, 2021). This research was structured from academic productions on human formation in Adorno's (1995) Frankfurtian studies, with emphasis on the issue of semi-formation; in the Critical Theory of Technology studies by Feenberg (2015; 2013); and in data and official government documents about the project in the state of Goiás. The analysis conducted allowed us to conclude that this project is configured as an extension of urban High School, which highlights in its methodology and curriculum the lack of interaction with the cultural and social specificities of the communities involved. In addition, communication between teachers and students reveals weaknesses, attributed to the high number of students per teacher and the low quality of the internet connection. Teachers, trainers, and in-person teachers can be overwhelmed because of the numerous assignments. In view of this, it is clear that in its execution, the project does not fully meet the needs of training focused on the student's critical and reflective thinking.