Multiprofessional Teams in Education: Contributions to the Construction of Knowledge on Initiatives at the Federal Institutes of Education, Science and Technology

Authors

DOI:

https://doi.org/10.35819/tear.v13.n2.a7435

Abstract

The organization of work in multiprofessional teams is a well-established practice in various knowledge areas, especially in health. However, few studies on teams are found in the field of education – particularly with regard to studies that address the peculiarities of this sort of initiative at the Federal Institutes of Education, Science, and Technology (FI). This article aims to discuss Multiprofessional Teams in Education (MPTED) in the context of FI and to contribute to the construction of knowledge about this type of initiative. Constructivist Grounded Theory is the methodology used to analyze a set of articles, theses, and dissertations whose authors or co-authors are pedagogues, psychologists, social workers, educational affairs technicians, nurses, student assistants, and other technical-administrative professionals in education who work or have worked in the FI. The collected documents present research and experience reports which have identified aspects of the work of the MPTED, enabling the formulation of analytical categories and the construction of a conceptual interpretation of such aspects. The identified categories include: Denomination and Composition of Multiprofessional Teams in the FIs; Performance of Multiprofessional Teams and their Role in Student Assistance; Integration of the Performance of Multiprofessional Teams with Public Policies and Challenges; and Possibilities and Relevance of Multiprofessional Teams. The MPTEDs play a fundamental role in promoting comprehensive education by articulating different fields of knowledge in their actions, overcoming fragmented pedagogical practices and strengthening a unified and cohesive effort to guarantee students the right to quality education. 

Keywords: Multiprofessional Performance. Administrative Technician in Education. Comprehensive Education. Student Assistence. Grounded Theory.

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Author Biographies

  • Noara Teófilo Klabunde, Instituto Federal de Educação, Ciência e Tecnologia Catarinense

    PhD student in the Postgraduate Program in Education at the Federal University of Paraná, in the research line Cognition, Learning and Human Development, where she is a member of the Research Community of Practice in Integral Preventive Education and Human Development and the Pedagogy, Complexity and Education Study and Research Group in the line Social Pedagogy and multidimensional subjects. She has a degree in Pedagogy from the same university (2008), a Specialization in School Management from the State University of the Midwest-PR (2010), a Specialization in Special and Inclusive Education from the Regional University of Joinville (2020), a Specialization in Institutional Psychopedagogy from the Positivo University (2020) and a Master's Degree in Education also from the Federal University of Paraná in the Postgraduate Program in Education Theory and Teaching Practice (2016). She is currently a Pedagogue at the Pedagogical Center, part of the Multiprofessional Team of the Integrated Educational Support and Monitoring Service, where she develops activities with the Teaching, Research and Extension Directorate of the Federal Catarinense Institute - Campus Araquari, working mainly in the Monitoring of the Teaching and Learning Process, in Technical Courses Integrated to High School, in Higher Education, in the Organization of Pedagogical Work and in Teacher Training. She is part of the Center for Afro-Brazilian and Indigenous Studies at the Araquari Campus. She is also a member of the Study and Research Group on Educational Practices in Professional and Technological Education in the line Inclusive Teaching Practices in Professional and Technological Education and is also a member of the Study and Research Group on Special Education and Inclusion, both at the Catarinense Federal Institute.

  • Araci Asinelli-Luz, Universidade Federal do Paraná

    Doutora em Educação pela Universidade de São Paulo (USP), Mestra em Educação e Licenciada em História Natural pela Universidade Federal do Paraná (UFPR). Docente Sênior do Programa de Pós-Graduação em Educação e do Programa de Pós-Graduação em Educação: Teoria e Prática de Ensino, ambos da UFPR.

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Published

2024-12-16

Issue

Vol. 13 No. 2 (2024): EDUCATION: THE INTEGRATION OF KNOWLEDGES

Section

Dossier

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How to Cite

Multiprofessional Teams in Education: Contributions to the Construction of Knowledge on Initiatives at the Federal Institutes of Education, Science and Technology. #Tear: Journal of Education, Science and Technology, Canoas, v. 13, n. 2, 2024. DOI: 10.35819/tear.v13.n2.a7435. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/7435. Acesso em: 15 jun. 2026.