A compreensão que os egressos do curso técnico em química da Etec de Mairinque possuem da relação entre formação escolar e o trabalho

Abstract

This research aims to study the relationship between vocational technical education at the secondary level and the everyday work experiences of graduates. The study focuses on the alumni of the chemical technician program at the Escola Técnica Estadual (Etec) de Mairinque, which is part of the technical school network of Centro Paula Souza (CPS) in the state of São Paulo, Brazil. The research question guiding this study seeks to understand the graduates' understanding of how the curriculum contributes to their professional development in response to the demands they face in their daily work. The general objective is to analyze the understanding of chemical technician program graduates regarding the contribution of the curriculum to their everyday work. The specific objectives are to identify the profile of the program graduates, assess whether the acquired competencies and skills facilitate their job performance, and provide recommendations for improving the chemical technician program at the institution. The research population consists of the graduates of the chemical technician program at Etec Mairinque, CPS, located in the interior of São Paulo state. Data collection, both quantitative and qualitative, was conducted using a semi-structured online questionnaire administered through Microsoft Forms. A total of 22 graduates participated in and responded to the survey. The analysis of the interviews allowed for the organization of data into four main categories: professional performance of the graduates, elements that facilitate or hinder their daily work, curriculum changes in the program, and suggestions from chemical technicians for curriculum improvements. Closed-ended questions collected information regarding graduation year, age, work experience, and the graduates' understanding of the relationship between education and professional integration. The majority of graduates (86%) were employed at the time of the survey, with 41% working in the field of chemistry. Additionally, 36% of the graduates were already working when they started the program, and 23% completed internships during their studies. Open-ended questions provided insights into the graduates' experiences and understanding of the job market and the education received in the program. The importance of applying the knowledge acquired in their current work, the challenges and opportunities encountered in the job market, and potential improvements to the chemical technician curriculum based on the graduates' experiences were highlighted. Some graduates work directly in the chemical field, involved in industrial process control, quality control, and chemical analysis. Facilitating elements emphasized the importance of technical education for starting their professional careers. Hindering elements included lack of resources, infrastructure, and updating of technical skills. The graduates provided various suggestions for changes to the curriculum, including more practical classes, partnerships with companies for internships, and emphasis on specific areas. Some argued that the program is already excellent, while others suggested expansion. The importance of connecting theory and practice and conducting internships was highlighted to complement students' education. The graduates' understanding is that the curriculum played a crucial role in their education process, providing knowledge and skills that are applied in their professional lives.