<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100283</article-id>
<article-id pub-id-type="doi">10.5902/1984644467402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação na perspectiva da formação omnilateral e emancipatória: compreensão dos professores das Escolas Estaduais de Educação Profissional do Ceará]]></article-title>
<article-title xml:lang="en"><![CDATA[Education from the perspective of omnilateral and emancipatory training: understanding of teachers from State Schools of Vocational Education in Ceará]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación desde la perspectiva de la formación omnilateral y emancipadora: comprensión de los docents de las Escuelas Estatales de educación Profesional del estado de Ceará]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Brena Kesia Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Elenilce Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Natal Lânia Roque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Lélia Cristina Silveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal do Ceará/PROFEPT  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A perspectiva daformação integral, em sua acepção omnilateral, permeia os principais documentos referenciais para a ação pedagógica das Escolas Estaduais de Educação Profissional (EEEP) do Ceará, criadas em 2008. Essas escolas ofertam Ensino Médio integrado à Educação Profissional em tempo integral, com o intento de desenvolver, no Estado, conforme consta em seus documentos, novo conceito de educação. A estruturação do corpo docente das EEEPs ocorre mediante processo seletivo, cujas etapas desoneram os candidatos do domínio elementar tanto da acepção omnilateral quanto da formação integral. Atentando-se a essa conjuntura,a seguinte questão norteia o estudo em tela: os professores das EEEPs compreendem o que é educação integral omnilateral e emancipatória? Buscando respondera questão posta, objetivou investigar a compreensão dos educadores que atuam nessas escolas sobre a educação na perspectiva da formação omnilateral e emancipatória. A pesquisa envolveu, especificamente, os docentes que atuam nas EEEPs da segunda Coordenadoria Regional de Desenvolvimento da Educação (CREDE 02), tendo por base metodológica o materialismo histórico-dialético, cotejando o movimento do real em contínua mudança permeada de contradições e relações entre as particularidades e singularidades constituindo a totalidade.As respostas aos questionamentos levantados apontam para a necessidade de abordagens que explicitem a perspectiva da educação omnilateral, que envolvam planejamento de práticas interdisciplinares e possibilidades de efetivação da integração entre conhecimentos gerais e específicos, além de conhecimentos referentes à Educação Profissional em termos de fundamentos e legislação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The perspective of comprehensive education, in its omnilateral meaning, permeates the main reference documents for the pedagogical action of the State Schools of Professional Education (EEEP) of Ceará, created in 2008. These schools offer High School integrated to Professional Education full time, with the intention to develop, in the state, as stated in its documents, a new concept of education. The structuring of the EEEP faculty occurs through a selection process, whose stages relieve candidates from the elementary domain both from the omnilateral meaning and from comprehensive training. In view of this situation, the following question guides the study in question: do the EEEP teachers understand what omnilateral and emancipatory integral education is? Seeking to unveil the question raised, the present study aimed to investigate the understanding of educators who work in these schools about education from the perspective of omnilateral and emancipatory training. The research specifically involved the teachers who work in the EEEP of the second Regional Education Development Coordination (CREDE 02), having as methodological basis the historical-dialectical materialism, comparing the movement of the real in continuous change permeated by contradictions and relations between the particularities and singularities constituting the totality. The answers to the questions raised point to the need for approaches that explain the perspective of omnilateral education, which involve planning interdisciplinary practices and possibilities for effecting the integration of general and specific knowledge, in addition to knowledge related to Professional Education in terms of fundamentals and legislation .]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La perspectiva de la formación integral, en su sentido omnilateral, permea los principales documentos de referencia para la acción pedagógica de las Escuelas Estatales de Educación Profesional (EEEP) de Ceará, creadas en 2008. Estas escuelas ofrecen Educación Secundaria integrada con Educación Profesional de tiempo completo, con la intención de desarrollar, en el Estado, según consta en sus documentos, un nuevo concepto de educación. La estructuración del profesorado de las EEEP se da a través de un proceso de selección, cuyas etapas eximen a los candidatos del dominio elemental tanto en el sentido omnilateral como de la formación integral. Atendiendo a esta situación, la siguiente pregunta orienta el estudio en cuestión: ¿los docentes de las EEEPs entienden qué es la educación integral omnilateral y emancipadora? Buscando responder a la pregunta planteada, el estúdio tuvo como objetivo investigar la comprensión de los educadores que actúan en estas escuelas sobre la educación desde la perspectiva de la formación omnilateral y emancipadora. La investigación involucró específicamente a docentes que trabajan en las EEEP de la segunda Coordinación Regional de Desarrollo Educativo (CREDE 02). Se utilizó como base metodológica el materialismo histórico-dialéctico, comparando el movimiento de la realidad en continuo cambio permeado por contradicciones y relaciones entre particularidades y singularidades que constituyen la totalidad. Las respuestas a las preguntas planteadas señalaron la necesidad de enfoques que expliquen la perspectiva de la educación omnilateral, que impliquen planificar prácticas interdisciplinarias y posibilidades de implementar la integración entre conocimientos generales y específicos, además de los conocimientos relacionados con la Educación Profesional en términos de fundamentos y legislación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Omnilateral]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="en"><![CDATA[Omnilateral]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="es"><![CDATA[Educación profesional]]></kwd>
<kwd lng="es"><![CDATA[Omnilateral]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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