This article is the result of a master's thesis in education that aimed to investigate the relationships between student dropout and educational processes in professional training. Our objective was to analyze the teachers´ understanding of the relationship between the educational process and dropout in a specific technical course at a Federal Institute in Northeastern Brazil. It was hypothesized that the professional training of the teachers who are part of the predominantly technical course under study may contribute to dropout, albeit indirectly. The main bases of historical-dialectical materialism and, consequently, historical-critical pedagogical theory are used as a theoretical-methodological reference, concerning the conception of education and the social role of the teacher. As methodological procedures, a questionnaire and a semi-structured interview were conducted with the six teachers who constitute the teaching staff of the course under analysis. The results indicate that, from the teachers' point of view, there is no critical consideration about the lack of cohesive pedagogical training as a dimension that causes the high dropout rate. A pragmatic view of education is observed, which reinforces the productivist idea of professional education. In contrast to this scenario, the pedagogical training of teachers through a critical-historical pedagogy that culminates in the integral formation of students is pointed out as fundamental.
{"title":"What Are Educational Processes","authors":"Robert W. Burns, Gary D. Brooks","doi":"10.4324/9781315174716-8","DOIUrl":"https://doi.org/10.4324/9781315174716-8","url":null,"abstract":"This article is the result of a master's thesis in education that aimed to investigate the relationships between student dropout and educational processes in professional training. Our objective was to analyze the teachers´ understanding of the relationship between the educational process and dropout in a specific technical course at a Federal Institute in Northeastern Brazil. It was hypothesized that the professional training of the teachers who are part of the predominantly technical course under study may contribute to dropout, albeit indirectly. The main bases of historical-dialectical materialism and, consequently, historical-critical pedagogical theory are used as a theoretical-methodological reference, concerning the conception of education and the social role of the teacher. As methodological procedures, a questionnaire and a semi-structured interview were conducted with the six teachers who constitute the teaching staff of the course under analysis. The results indicate that, from the teachers' point of view, there is no critical consideration about the lack of cohesive pedagogical training as a dimension that causes the high dropout rate. A pragmatic view of education is observed, which reinforces the productivist idea of professional education. In contrast to this scenario, the pedagogical training of teachers through a critical-historical pedagogy that culminates in the integral formation of students is pointed out as fundamental.","PeriodicalId":348346,"journal":{"name":"Sci Teacher","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132998341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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