Trabalho & Educação | v.29 | n.3 | p.221-223- | set-dez | 2020
realidade, seus “macetes”, nuances e variabilidades, necessária para sua
inserção no mercado de trabalho. Neste sentido, o PROGEST, ao longo dos seus
dezesseis anos de funcionamento dentro do CEFET-MG, vem se revelando
como um modelo de formação que foge aos moldes tradicionais, ou seja, em que
o professor é aquele que transmite o que sabe e o aluno aquele que absorve
passivamente este saber. Desta forma, podemos concluir que o PROGEST é
uma prática que proporciona aprendizagens ao futuro engenheiro sobre o campo
da construção civil e suas práticas. Neste sentido, o contato com o saber sobre
a prática dos operários proporciona aos formadores aprendizagens técnicas
como conhecimento de uma nova linguagem, situações reais e variadas e, ao
mesmo tempo, aprendizagens que vão além da técnica tais como: empatia,
altruísmo, solidariedade, valores esses tão necessários para uma formação de
qualidade, crítica e humana.
Palavras-chave: Dispositivo de formação. Aprendizagem. Formação profissional.
Formação acadêmica. Saber sobre a prática. Construção civil.
ABSTRACT
Inserted in “Line 1: Science, technology and labor” of the Post Graduation
Program in Technological Education ------ the Federal Technological Education
Center of Minas Gerais (CEFET-MG), which focuses on studies in the area of
labor and education in the philosophical, historical and sociological contexts, this
dissertation sought to understand whether a classroom for construction workers
may be a learning device for young engineering students at CEFET-MG. In this
sense, the study aims at uncovering what the Engineering, Society and
Technology Program trainers (PROGEST), engineering students, learn from
construction management students, most of them construction workers. The
demand of the study comes from the perception quite widespread among trainers
that the PROGEST experience adds much to their professional lives in terms of
apprenticeship but this perception needs to be better aimed. The methodology
used in this paper was the Activity Analysis which, inside the research program
of the course of action francophonic ergonomics, is concerned with analyzing the
activity in action. The methodology used for data collection and analysis was self-
confrontation, a technique involving an interview based on the theoretical and
methodological subsidies of Activity Ergonomics. The research results show that
the interactions among trainers and engineering students as well as students /
construction workers, often started from practical examples from the latter,
generate new apprenticeships for the engineering students who get to know a
given reality, its ploys, nuances and variabilities, which are needed to their
insertion in the labor market. Therefore, PROGEST, throughout its sixteen years
of operation inside CEFET_MG has been proving itself to be a training model that
differs from the traditional molds, that is, those in which the teacher is the one
who transfers his/her knowledge and the student is the one who absorbs such
knowledge in a passive way. Thus, we can conclude that PROGEST is a practice
that provides apprenticeship to the future engineer, about the field of civil
construction and its practices. For that matter, the contact with the knowledge
about the worker´s practice provides the trainees new technical learnings such
as knowledge of a new language, real and varied situations and, apprenticeships