Atos de currículo na Educação Profissional e Tecnológica e os (des)caminhos da emancipação cognitivo-social

Abstract

This Training Report analyzes the relationships between school curriculum and cognitivesocial emancipation in Vocational and Technological Education (VTE). Methodologically, it adopts a qualitative approach, descriptive, autobiographical, bibliographical, and documentary in nature, materialized through a memoir and training plan. The interwoven analysis stems from the author's academic and professional journeys, especially his teaching experience in a VTE institution, in order to reflect on the absence of teacher reflexivity regarding curriculum actions. The reflections show that fragmented, instrumentalist, and poorly dialogical pedagogical practices hinder the effective realization of integral human formation and reduce emancipation to a rhetorical use. As a proposed intervention, the work advocates for the strengthening of collective debates, interdisciplinary actions, critical integration of knowledge, and curricular practices committed to social transformation. It concludes that VTE can constitute itself as a space of counter-hegemonic resistance, provided it promotes critical and reflective practices. The report also points to the need for further investigation in future research, especially by listening to teachers about their perceptions of the curriculum and emancipation in the context of vocational and technological education.