Contribution to Basic Education/Undergraduate Education
I- INTEGRATION INDICATORS WITH UNDERGRADUATE EDUCATION AND SECONDARY EDUCATION WITH A TECHNICAL SPECIALIZATION
A particularity of PPRER lies in the fact that its foundation dialogues with a demand generated from the sanction of Law 10.639/2003, which amended the Lei de Diretrizes e Bases da Educação (National Education Guidelines and Framework Law) - LDB 9.394, of December 20, 1996 – to include, in the official curriculum of the Education System, the obligation of the theme “Afro-Brazilian History and Culture”. Due to the need to constitute human resources (especially primary school teachers) to deepen studies on the History of Africa and Africans, the struggle of black people in Brazil and the role of black people in the formation of Brazilian society, CEFET/RJ inaugurates its Center for Afro-Brazilian Studies (NEAB), which gives rise to the Lato Sensu Graduate Course in Ethnic-Racial Relations, whose faculty was made up of teachers from Basic, Technical and Technological Education (EBTT) of the institution who already worked in the various subjects of secondary education with a technical specialization. These teachers have been part of the PPRER faculty since 2011, without leaving, however, from their activities at the basic school. Thus, even before we present the indicators of integration of the PPRER with undergraduate courses, it is necessary to highlight its primary vocation in the interaction with basic education, allowing a break in the endogeny common to more traditional graduate programs and a realization of interdisciplinarity in an innovative and socially pertinent way.
Currently, eight professors from the program's faculty are assigned to one of the various coordination field of CEFET/RJ's secondary education with a technical specialization and transfer the knowledge resulting from their research in the field of ethnic-racial relations to students aged 14 to 20 years old. This transfer of knowledge occurs through the curriculum of the subjects of secondary education with a technical specialization, which, under Law 10.639/2003 and the efforts of these teachers, started to incorporate curricular content and components that explicitly deal with Afro-Brazilian History and Culture. Added to this are the frequent partnerships between PPRER and the coordinators of secondary education with a technical specialization to carry out activities that involve a young and diverse audience of students, of the various technical courses offered by the institution, in order to translate the knowledge produced in the program into pedagogical, interdisciplinary and humanistic action for these students.
The recent history of CEFET/RJ has been marked by investment in the creation of new Undergraduate courses and, in this sense, the opening of the bachelor course in Línguas Estrangeiras Aplicadas às Negociações Internacionais (Foreign Languages Applied to International Negotiations - LEANI), in 2013, it significantly expanded the integration between PPRER and Undergraduate Education. The bachelor course in LEANI from CEFET/RJ is the first in the State of Rio de Janeiro and the fourth in Brazil, having reached the maximum score of 5 in its first assessment by the Ministry of Education (MEC). In addition, it is the first Undergraduate course in the area of Humanities at CEFET/RJ, an institution traditionally focused on Engineering courses. With the general objective of offering the student an education that contemplates, on the one hand, principles and values bequeathed by the humanist tradition and, on the other, forms of thought, organization and performance imposed by contemporary society, the bachelor course in LEANI proposes education based on knowledge of foreign languages, their respective cultures and knowledge of the corporate world (arising from Administration, Economics, Law, Tourism, and International Relations). The bachelor course in LEANI is, par excellence, of an interdisciplinary nature and, in this sense, is consistent with the proposal of PPRER to form graduates capable of interconnecting knowledge for the analysis and resolution of challenges of the contemporary world. The creation of the bachelor course in LEANI made it possible to integrate the PPRER with the institution's Undergraduate Education through the course's own disciplinary components; the work carried out by the laboratories associated with the PPRER; the development of Undergraduate Thesis Work (TCCs) related to the area of ethnic-racial relations; and the opening of the field to carry out the teaching internship on the part of the scholarship students.
The integration between the PPRER and the CEFET/RJ Undergraduate education is also present in the performance of the program's professors in the Curso de Tecnologia em Gestão de Turismo (Tourism Management Technology Course - TGT) – Remote Education modality –, by the CEDERJ consortium, which operate with curricular components elaborated from the reflections arising from the lines and research projects of the PPRER. TGT's “Ethnic Tourism” subject is an explicit indicator of the integration between PPRER and Undergraduate education, bearing in mind that the subject's menu seeks an approach to ethnic-racial relations applied to the Tourism labor market, based on respect for traditional knowledge and communities and on the values of sustainability. It is also worth mentioning the integration of PPRER with the Undergraduate courses offered on CEFET/RJ campuses outside its headquarters, in the Maracanã neighborhood. Three professors from the PPRER faculty are based on the Petrópolis campus, working on the Bachelor of Tourism, and one professor is working on the Valença campus, on the Bachelor of Business Administration. The four teachers have contributed to the field of ethnic-racial relations to enter the discussions and practices of the two campuses, located in the interior of the State of Rio de Janeiro. In addition to including curricular components that deal with themes arising from the field of ethnic-racial relations, teachers advice TCCs and undergraduate research projects that reverberate the themes studied in the program, through their lines and research projects.
II- UNDERGRADUATE RESEARCH
CEFET/RJ offers two programs: Undergraduate research (PIBIC) and Undergraduate research for secondary education with a technical specialization (PIBIC-EM). Annually, a public notice is published for the granting of undergraduate research scholarships funded by the PIBIC and PIBIC-EM Programs. The institution has 138 PIBIC scholarships (38 funded by CNPq and 100 funded by CEFET/RJ) and 80 PIBIC-EM scholarships (30 funded by CNPq and 50 funded by CEFET/RJ). Even non-contemplated students by the scholarship may undertake undergraduate research, as long as they fulfill all the activities and requirements of the program, namely: project submission within the period established by the public notice, attendance, presentation of reports and participation in the Jornada Integrada de Pesquisa e Pós-Graduação (Integrated Research and Graduate Program - JIPP) during the National Science and Technology Week.
The interaction between undergraduate research students and PPRER students allows both the students of the program and the undergraduate research students to mature scientifically in an accelerated and collaborative way. This happens due to a greater exposure to the research area and possible exchanges of knowledge between the students themselves. An evident example of this interaction is found in the frequent participation of PIBIC-EM scholarship students in regular PPRER classes, especially in those subjects taught by their advisor teachers. The contents assimilated throughout the PPRER classes have enriched the research of PIBIC-EM scholarship students, young students from the secondary education with a technical specialization of CEFET/RJ who theoretically and methodically deepen their individual research projects. A significant number of professors work with undergraduate research guidelines and have encouraged scholarship students, in addition to the obligation to present the results of their researches at JIPP, participate in congresses at other institutions and publish their articles in the annals of academic events or in qualified journals.
III- TEACHING INTERNSHIP
The teaching internship is a mandatory activity for PPRER scholarship students, in accordance with the requirements set out in the CAPES and CEFET/RJ scholarship granting rules. In addition, it is also encouraged that non-scholarship students can dedicate themselves to this activity to increase the interaction between Graduate, Undergraduate and Secondary education with a technical specialization. Given the interdisciplinary nature of the program and the diversity of training areas for PPRER students, the teaching internship can be carried out in undergraduate courses associated with PPRER (at CEFET/RJ itself or at partner institutions, such as UFRJ, PUC-Rio and UFF) or in the subjects of secondary education with a technical specialization. The teaching internship is accompanied by a supervising professor and the PPRER scholarship committee.
We highlight, here, the role played by Bachelor in LEANI since its creation, because it started to configure a privileged field for the accomplishment of the teaching internship. We also emphasize the innovative character of PPRER as it enables the teaching internship to be carried out by students of secondary education with a technical specialization of the institution. Scholarship students of the program have not only the opportunity to observe the classes of teachers from subjects such as History, Arts, Geography, Portuguese Language, Brazilian Literature, Sociology and Philosophy, but also to develop teaching materials, lesson plans and workshops for students of the Basic Education. The teaching internship, whether in undergraduate or secondary education with a technical specialization, brings together research carried out by scholarship students of PPRER with the institution's students, thus contributing to generate highly relevant educational impacts for society. It is also worth noting the participation of NEAB and OHCALI in advising the program's scholarship students, as well as in the planning and execution of teaching internship activities with the institution's students. In all related situations, is a constant in PPRER concern to promote a vertical acting, teaching, research and extension, involving the various segments of the institution, and teaching internship activities are one of the important elements in this process.