THE ABSENCE OF INTEGRATION BETWEEN PEDAGOGICAL THEORY AND TECHNICAL PROFESSIONAL PRACTICE: FRAGMENTATION IN TECHNICAL EDUCATION

Abstract

According to Pimenta and Lima (2012), supervised internship must be conceived as a field of knowledge and theoretical research activity, moving beyond the mere imitation of models or the instrumental repetition of techniques to establish itself as a critical-reflective space of inseparable articulation between theory and practice. The general objective of this article is to investigate the existing gap between pedagogical training and performance in professionalizing internships for curricular integration, using a questionnaire with objective questions. The research problem questions the existence of a gap between theory and practice in technical professional training within professionalizing internships. The methodology is characterized as bibliographic, qualitative, descriptive, and exploratory, utilizing a questionnaire with objective questions applied to student interns at a state public school in Campos dos Goytacazes/RJ. After data collection, the need to reformulate the curriculum of Technical Courses to adapt to the demands of professional training became evident. Results showed that 83.1% of students are able to relate theory to practice; however, 16.9% state that theory seems distant from the internship reality. It is of fundamental importance in a professional course that its students graduate prepared for the extension and application of the acquired knowledge.