Práticas pedagógicas emancipatórias na ept: estratégias para promover a permanência e o protagonismo de estudantes em situação de vulnerabilidade social.

Abstract

ABSTRACT This Training Report investigates the relevance of emancipatory pedagogical practices as a strategy to promote the retention and protagonism of students in situations of social vulnerability in Professional and Technological Education (EPT). The study starts from the premise that professional education should not be reduced to instrumental training for the market, but rather constitute a comprehensive human formation. The methodology adopted is based on the Reflective Report, articulated with the documentary analysis of the Training Plan and the Final Course Project II Report, reflecting on teaching practice in the SESI/SENAI itinerary with the theoretical frameworks of Saviani, Frigotto, and Freire. The results demonstrate that student retention is intrinsically linked to pedagogical support and the re-signification of work as an educational principle. It concludes that overcoming educational duality requires a praxis that integrates science, technology, and culture, transforming the working-class student into a historical subject and protagonist of their own trajectory. Keywords: EPT; Student Retention; Emancipatory Practices; Social Vulnerability; Omnilateralism.