Implicações do Mestrado Profissional em Educação na formação dos servidores técnicos administrativos do IFES-ES: monitoramento colaborativo dos egressos da turma 04 (2021) PPGCLIP-MPED

Abstract

This study examines the implications of the Professional Master’s in Education, offered by the Graduate Program in Curriculum, Languages, and Pedagogical Innovations at the School of Education of the Federal University of Bahia, for the training of educational technical-administrative staff (TAEs) at the Federal Institute of Espírito Santo (IFES-ES), specifically graduates from the 2021 cohort (Class 04). The research sought to understand the implications of the professional master’s proposal in the education of federal technical-administrative staff at IFES-ES, based on their research and the implementation of their Technical-Technological Products (PTTs). Accordingly, the intervention projects completed by the TAEs of Class 04 (2021) were mapped and characterized, and institutional documents guiding the pedagogical framework of the Professional Master’s (MPED/PPGCLIP) were analyzed. The study was carried out with 17 technical-administrative staff members from Class 04, distributed across different IFES-ES campuses. A qualitative approach was adopted, using semi-structured interviews with the graduates and with the representative of the Office of Research and Graduate Studies (PRPPG) at IFES-ES, in order to analyze perceptions of these implications. Based on data collection and content analysis, it was found that pursuing the master’s degree was part of the plans and aspirations of most participants, and that motivation generally stemmed from the desire to pursue a graduate program, with the Minter representing an opportunity to achieve this goal. The personal and professional impacts were evident in terms of personal fulfillment, acquisition of knowledge, and increased confidence in performing professional activities. It is noteworthy that the MPED consistently maintained close contact with students and that IFES management provided the necessary support throughout the program; however, this does not mean that personal or academic difficulties were absent along the way. Regarding the implementation of the PTTs, more than half of the graduates were unable to fully carry out their projects. In light of these findings, the study proposes the collaborative monitoring of graduates’ research at the Federal Institute of Espírito Santo.