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Esta pesquisa apresenta uma reflexão sobre as transformações decorrentes da 4ª Revolução Industrial e o seu impacto, especialmente no mundo do trabalho (Trabalho 4.0), no perfil do trabalhador (Profissional 4.0) e, consequentemente, na educação (Educação 4.0). Teve por objetivo identificar os potenciais impactos, mas também perceber de que forma os Institutos Federais de Educação, Ciência e Tecnologia do Brasil estão se preparando para os desafios do futuro, no que concerne à Educação 4.0, quer do ponto de vista da gestão estratégica (alta administração), quer do ponto de vista da gestão operacional (professores). Para tanto, adotou-se o Modelo Sistêmico de Educação (Carvalho, 2018) de forma adaptada, cujas dimensões incluíram os valores e as crenças da comunidade educacional (Paradigma), o Currículo, os Modelos de ensino-aprendizagem, as Tecnologias, a Infraestrutura e o Ecossistema educacional (Hannon, Thomas, Ward & Beresford, 2019). Valendo-se da metodologia de pesquisa do tipo exploratória e do estudo de caso no Instituto Federal de Mato Grosso do Sul (IFMS), esta investigação combinou análises qualitativa e quantitativa, com uso de softwares de computação estatística. A aplicação de questionário entre professores do ensino básico, técnico e tecnológico e a realização de entrevistas com dirigentes educacionais permitiram obter uma visão panorâmica da instituição nos dois níveis de gestão (estratégico e operacional). Dessa forma, o presente trabalho apresenta contribuições por delinear as principais características da Educação 4.0, mas também tem implicações práticas, pois aponta possibilidades para as instituições de ensino se autoavaliarem a partir de uma visão sistêmica para a Educação 4.0.
This research presents a reflection on the transformations resulting from the 4th Industrial Revolution and its impact, especially on the world of work (Work 4.0), on the worker profile (Professional 4.0) and, consequently, on education (Education 4.0). It aimed to identify potential impacts, but also to understand how the Brazilian Federal Institutes of Education, Science and Technology are preparing for the challenges of the future with regard to Education 4.0, both from a strategic management standpoint (management), either from the point of view of operational management (teachers). To this end, we adopted the Systemic Education Model (Carvalho, 2018) in an adapted manner, whose dimensions included the values and beliefs of the educational community (Paradigm), the Curriculum, the Teaching-Learning Models, the Technologies, the Infrastructure. and the Educational Ecosystem (Hannon, Thomas, Ward & Beresford, 2019). Using the exploratory research methodology and case study at the Federal Institute of Mato Grosso do Sul (IFMS), this study combined qualitative and quantitative analysis with the use of statistical computing software. The application of a questionnaire among teachers and interviews with educational leaders allowed a panoramic view of the institution at both management levels (strategic and operational). Thus, the present work presents contributions by outlining the main characteristics of Education 4.0, but also has practical implications, since it points out possibilities of educational institutions to self-evaluate from a systemic view to Education 4.0.
This research presents a reflection on the transformations resulting from the 4th Industrial Revolution and its impact, especially on the world of work (Work 4.0), on the worker profile (Professional 4.0) and, consequently, on education (Education 4.0). It aimed to identify potential impacts, but also to understand how the Brazilian Federal Institutes of Education, Science and Technology are preparing for the challenges of the future with regard to Education 4.0, both from a strategic management standpoint (management), either from the point of view of operational management (teachers). To this end, we adopted the Systemic Education Model (Carvalho, 2018) in an adapted manner, whose dimensions included the values and beliefs of the educational community (Paradigm), the Curriculum, the Teaching-Learning Models, the Technologies, the Infrastructure. and the Educational Ecosystem (Hannon, Thomas, Ward & Beresford, 2019). Using the exploratory research methodology and case study at the Federal Institute of Mato Grosso do Sul (IFMS), this study combined qualitative and quantitative analysis with the use of statistical computing software. The application of a questionnaire among teachers and interviews with educational leaders allowed a panoramic view of the institution at both management levels (strategic and operational). Thus, the present work presents contributions by outlining the main characteristics of Education 4.0, but also has practical implications, since it points out possibilities of educational institutions to self-evaluate from a systemic view to Education 4.0.
Descrição
Esta versão contém as críticas e sugestões dos elementos do júri.
Palavras-chave
Revolução 4.0 Trabalho 4.0 Profissional 4.0 Educação 4.0 Estudo de caso IFMS Work 4.0 Education 4.0 Revolution 4.0 Professional 4.0 Case study