When education prioritizes practice and development of skills

Innovation in a pedagogical project of basic education

Abstract

Purpose: this article aims to understand how it is possible to conceive an education that prioritizes the practice and development of skills to provide significant training in the construction of the life project of young people. Method: a qualitative research approach with theoretical reflections is adopted, relying on the Case Study method to understand, from the so-called formative route that takes place with students of the 2nd and 3rd year of MS in a technical school, how this initiative allows articulating practice and skills development. Findings: three mixed surveys were carried out using Survey Monkey questionnaires and, regarding the learning provided by the training route, those involved see this experience as an opportunity for learning from practice and consider the route to help their personal and professional development. Theoretical contributions: the article demonstrates the contribution of the formative route to learning from practice and to the development of competences. It shows that organizational studies allow thinking about practice in education, in its formal and informal spaces. Practical Contributions: this article demonstrates the possible reconciliation between the National Common Curricular Base (BNCC) that defines a set of essential learning for basic education with a pedagogical format anchored in practice. The empirics of this investigation demonstrate the overcoming of the disciplinary fragmentation of knowledge by stimulating its application in reality and encouraging competency-based education, through “training itineraries”. The study examines technical professional education from the perspective of teaching and learning in Administration, associating the intention of the BNCC aligned with Practice-Based Studies (EBP) to rethink the curricular pedagogical proposal of basic education.