THE CONTRIBUTION OF INSTITUTIONAL DEVELOPMENT PLANS TO PROFESSIONAL AND TECHNOLOGICAL TRAINING AT THE FEDERAL INSTITUTE OF TRIÂNGULO MINEIRO

Abstract

This article aimed to discuss the contributions of the Institutional Development Plans (IDPs) of the Federal Institute of Triângulo Mineiro (IFTM) to professional and technological education, based on the implemented editions and the perceptions of institutional actors. To this end, a phenomenological approach and qualitative research were adopted, focusing on the lived experiences of managers, teachers, technicians, students, and alumni, in order to understand the meanings and interpretations attributed to the IDP in the institution’s daily practices. The main results indicate that the IDPs have fostered the expansion and vertical integration of course offerings, the inseparable articulation between teaching, research, and extension, and the appreciation of staff members. Moreover, they promote a culture of participatory planning, inclusion and student retention policies, and mechanisms for institutional self-assessment. It is concluded that the IDPs transcend an administrative function, constituting formative instruments that educate the institution and its members, strengthening the sense of belonging and reaffirming IFTM’s commitment to high-quality, democratic, and socially oriented public education, despite challenges such as community engagement and budget constraints.