Espaços não escolares em Sabará: ensino e aprendizagem em Educação Profissional e Tecnológica para além das fronteiras do IFMG

In this work, we investigate possibilities of using spaces in the municipality of Sabará by teachers to carry out educational activities involving of the Integrated Technical Courses to High School offered at the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG) Campus Sabará, namely : Administration, Electronics and Informatics. Through observation and a preliminary examination of records of technical visits, managed by the Directorate of Teaching, Research and Extension, we realize that these practices are quantitatively modest and that there are few proposals that contemplate the municipality where the institution's unit is located. In a period of 4 years, 45 Technical Visits took place with the participation of classes from Integrated Technical Courses to High School. Of these, only six were developed in Sabará, and only four spaces were visited. To discover the possibilities of using these environments, it was first necessary to research and identify possible obstacles to the realization, in the municipality, of educational activities in non-school spaces, which we also call, for the purposes of this work, Field Activities. The work was a case study, of a qualitative nature, using techniques such as: bibliographic and documental research; field research, with the application of a questionnaire to teachers, and visits to municipal spaces. From the research results, we built, from the perspective of Ken Zeichner's Third Space Theory, strategies to promote Field Activities on a local scale and developed two educational products: a digital map-guide and an e-book, which present explorable municipal spaces for educational purposes. We believe that this work contributes to: a) give more visibility to municipal spaces that can propitiate Field Activities; b) bring IFMG Sabará Campus and other educational institutions closer to the place where they are located; the students and the reality they are part of; theory and practice; the institutions, either public or private, and the education in the municipality. We intend to contribute to the diversification of educational practices, to the teaching-learning process, and to the integral formation of the participants.