Counter-hegemonic curriculum at TVET and its relations with the centrality of work

• Autor(a) principal: Brito, Leonardo Leônidas de
• Data de Publicação: 2022
• Outros Autores: Silva, Lais Rodrigues da, Barros, Rodrigo Trevisano de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vértices (Campos dos Goitacazes. Online)
• Texto Completo: https://editoraessentia.iff.edu.br/index.php/vertices/article/view/16984
• topic: Currículo; Contra-hegemonia; Trabalho; Educação profissional; Politecnia; Curriculum; Counter-hegemony; Work; Vocational education; Polytechnic; Currículo; Contrahegemonía; Trabajo; Formación profesional; Politécnico

The aim of the present work is to present a theoretical treatment of the counter-hegemonic curriculum contributions to TVET through the centrality of the work. Human beings through work intentionally act upon the natural world and consciously alter natural elements to achieve predetermined goals. This way, it assumes a central role in the way human beings build their understandings and relate to each other in society. We maintain that the TVET needs, through its curricular policy, to make it possible for the work to be conceived not only as labor to increase capital, but as a tool for the full development of human capabilities. Thus, we understand that this displacement would act as an instrument of rupture with the hegemonic discourses installed by the TVET, and that they try to build false representation of the working class. To this end, we will conduct the discussions anchored in Ernesto Laclau's thought, which presents the dimensions of support of the hegemonic discourse, and its relations with the curricular policy.