The reform of professional and technological education in brazil : 2016 to 2021

Detalhes bibliográficos
Autor(a) principal: Pelissari, Lucas Barbosa
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Repositório da Produção Científica e Intelectual da Unicamp
Texto Completo: https://hdl.handle.net/20.500.12733/16103
Resumo: Abstract: The objective of the article is to analyze the impacts of the current Brazilian educational counter-reform process on Professional and Technological Education (EPT). In this context, we start from the hypothesis that the counter-reform of High School has produced transformations in other fields of educational policy, including EPT, not restricted to the general education curriculum. The concept of counter-reform as elaborated by the political theory of Poulantzas is assumed as a theoretical presupposition. From a methodological way, initially, a group of legal-political mechanisms that relate simultaneously to High School and EPT were delimited. Then, through the Content Analysis technique, official documents that support such mechanisms were investigated, emphasizing the political-pedagogical and curricular principles. The mechanisms analyzed are: a) Common National Curriculum Base (BNCC) for High School, expressed in Resolution CNE/CEB No. 17/2018; b) New Paths Program (PNC), announced by the federal government in November 2019; c) National Curriculum Guidelines for EPT (DCNEPT), approved by Resolution CNE/CP No. 01/2021. In conclusion, we defend the thesis that a reform of the Brazilian EPT has been in development, since 2016, a reform of the Brazilian EPT. This reform has been constructed in three stages, chronologically comprised between the years 2016-2018, 2018-2021, and 2021 onwards. The emphasis given to the reform of the EPT is intended to characterize it as one of the sectors that make up the current context of neoliberal counter-reforms in Brazil, therefore, professional education is not exempt from deeper changes in the content of its policies
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spelling The reform of professional and technological education in brazil : 2016 to 2021A reforma da educação profissional e tecnológica no Brasil : 2016 a 2021La reforma de la educación profesional y tecnológica en Brasil : 2016 al 2021Artigo originalEnsino médioEducação profissionalEducação tecnológicaContrarreforma educacionalHigh schoolProfessional educationTechnological educationEducação profissional e tecnológicaAbstract: The objective of the article is to analyze the impacts of the current Brazilian educational counter-reform process on Professional and Technological Education (EPT). In this context, we start from the hypothesis that the counter-reform of High School has produced transformations in other fields of educational policy, including EPT, not restricted to the general education curriculum. The concept of counter-reform as elaborated by the political theory of Poulantzas is assumed as a theoretical presupposition. From a methodological way, initially, a group of legal-political mechanisms that relate simultaneously to High School and EPT were delimited. Then, through the Content Analysis technique, official documents that support such mechanisms were investigated, emphasizing the political-pedagogical and curricular principles. The mechanisms analyzed are: a) Common National Curriculum Base (BNCC) for High School, expressed in Resolution CNE/CEB No. 17/2018; b) New Paths Program (PNC), announced by the federal government in November 2019; c) National Curriculum Guidelines for EPT (DCNEPT), approved by Resolution CNE/CP No. 01/2021. In conclusion, we defend the thesis that a reform of the Brazilian EPT has been in development, since 2016, a reform of the Brazilian EPT. This reform has been constructed in three stages, chronologically comprised between the years 2016-2018, 2018-2021, and 2021 onwards. The emphasis given to the reform of the EPT is intended to characterize it as one of the sectors that make up the current context of neoliberal counter-reforms in Brazil, therefore, professional education is not exempt from deeper changes in the content of its policiesResumo: O objetivo do artigo é analisar os impactos do atual processo de contrarreformas educacionais brasileiras na Educação Profissional e Tecnológica (EPT). Nesse contexto, parte-se da hipótese que a contrarreforma do Ensino Médio tem produzido transformações em outros campos da política educacional, inclusive na EPT, não se restringindo ao currículo da formação geral. Assume-se, como pressuposto teórico, o conceito de contrarreforma definido a partir da teoria política poulantziana. Do ponto de vista metodológico, foi delimitado, de início, um conjunto de mecanismos jurídico-políticos relacionados, simultaneamente, ao Ensino Médio e à EPT. Em seguida, por meio da técnica da Análise de Conteúdo, foram investigados documentos oficiais que embasam tais mecanismos, destacando-se os princípios de natureza político-pedagógica e curricular. Os objetos da análise são: a) Base Nacional Comum Curricular (BNCC) do Ensino Médio, expressa na Resolução CNE/CEB nº 17/2018; b) Programa Novos Caminhos (PNC), anunciado pelo governo federal em novembro de 2019; c) Diretrizes Curriculares Nacionais para a EPT (DCNEPT), aprovadas pela Resolução CNE/CP nº 01/2021. Como conclusão, defende-se a tese de que está em desenvolvimento, desde 2016, uma reforma da EPT brasileira. Essa reforma se construiu, até aqui, em três etapas, compreendidas cronologicamente entre os anos de 2016-2018, 2018-2021 e 2021 em diante. A ênfase dada à reforma da EPT tem o objetivo de caracterizá-la como um dos setores que compõem o quadro de contrarreformas neoliberais no Brasil atual, não estando, portanto, a educação profissional isenta de alterações mais profundas no conteúdo de suas políticasResumen: El objetivo del artículo es analizar los impactos, en la Educación Profesional y Tecnológica (EPT), del actual proceso de contrarreformas que vive la educación brasileña. En este contexto, partimos de la hipótesis de que la contrarreforma de la Escuela Secundaria ha producido cambios en otros campos de la política educativa, incluído EPT, y no se limita al currículo de formación general. El concepto de contrarreforma definido a partir de la teoría política poulantziana se asume como un presupuesto teórico. Em el camino metodológico, se delimitó, inicialmente, un conjunto de mecanismos jurídico-políticos que se relacionan simultáneamente con Escuela Secundaria y EPT. Luego, mediante la técnica de Análisis de Contenido, se investigaron documentos oficiales que sustentan dichos mecanismos, destacando los principios político-pedagógicos y curriculares. Los objetos de análisis son: a) Base Curricular Nacional Común (BNCC) de Escuela Secundaria, expresada en Resolución CNE/CEB No. 17/2018; b) Programa Nuevos Caminos (PNC), anunciado por el gobierno federal en noviembre de 2019; c) Directrices Curriculares Nacionales del EPT (DCNEPT), aprobados mediante Resolución CNE/CP No. 01/2021. Conclusivamente, se defende la tesis de que desde 2016 se viene desarrollando una reforma de la EPT brasileña. Esta reforma se ha construido, hasta el momento, en tres etapas, comprendidas cronológicamente entre los años 2016-2018, 2018-2021 y 2021 en adelante. El énfasis a la reforma del EPT pretende caracterizarla como uno de los sectores que conforman las contrarreformas neoliberales en Brasil hoy, por lo que la formación profesional no está exenta de cambios más profundos en el contenido de sus políticasContém 2 arquivos (inglês e portugues)AbertoUNIVERSIDADE ESTADUAL DE CAMPINASPelissari, Lucas Barbosa2023info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.12733/16103PELISSARI, Lucas Barbosa. The reform of professional and technological education in brazil: 2016 to 2021. Educação em revista. Belo Horizonte, MG. v. 39, n. art. e37056, 2023. Disponível em: https://hdl.handle.net/20.500.12733/16103. Acesso em: 7 mai. 2024.Multilínguaengporhttps://repositorio.unicamp.br/acervo/detalhe/1368583https://repositorio.unicamp.br/acervo/detalhe/1368583reponame:Repositório da Produção Científica e Intelectual da Unicampinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPinfo:eu-repo/semantics/openAccess2024-03-21T10:30:42Zoai:https://www.repositorio.unicamp.br/:1368583Repositório InstitucionalPUBhttp://repositorio.unicamp.br/oai/requestreposip@unicamp.bropendoar:2024-03-21T10:30:42Repositório da Produção Científica e Intelectual da Unicamp - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The reform of professional and technological education in brazil : 2016 to 2021
A reforma da educação profissional e tecnológica no Brasil : 2016 a 2021
La reforma de la educación profesional y tecnológica en Brasil : 2016 al 2021
title The reform of professional and technological education in brazil : 2016 to 2021
spellingShingle The reform of professional and technological education in brazil : 2016 to 2021
Pelissari, Lucas Barbosa
Artigo original
Ensino médio
Educação profissional
Educação tecnológica
Contrarreforma educacional
High school
Professional education
Technological education
Educação profissional e tecnológica
title_short The reform of professional and technological education in brazil : 2016 to 2021
title_full The reform of professional and technological education in brazil : 2016 to 2021
title_fullStr The reform of professional and technological education in brazil : 2016 to 2021
title_full_unstemmed The reform of professional and technological education in brazil : 2016 to 2021
title_sort The reform of professional and technological education in brazil : 2016 to 2021
author Pelissari, Lucas Barbosa
author_facet Pelissari, Lucas Barbosa
author_role author
dc.contributor.none.fl_str_mv UNIVERSIDADE ESTADUAL DE CAMPINAS
dc.contributor.author.fl_str_mv Pelissari, Lucas Barbosa
dc.subject.por.fl_str_mv Artigo original
Ensino médio
Educação profissional
Educação tecnológica
Contrarreforma educacional
High school
Professional education
Technological education
Educação profissional e tecnológica
topic Artigo original
Ensino médio
Educação profissional
Educação tecnológica
Contrarreforma educacional
High school
Professional education
Technological education
Educação profissional e tecnológica
description Abstract: The objective of the article is to analyze the impacts of the current Brazilian educational counter-reform process on Professional and Technological Education (EPT). In this context, we start from the hypothesis that the counter-reform of High School has produced transformations in other fields of educational policy, including EPT, not restricted to the general education curriculum. The concept of counter-reform as elaborated by the political theory of Poulantzas is assumed as a theoretical presupposition. From a methodological way, initially, a group of legal-political mechanisms that relate simultaneously to High School and EPT were delimited. Then, through the Content Analysis technique, official documents that support such mechanisms were investigated, emphasizing the political-pedagogical and curricular principles. The mechanisms analyzed are: a) Common National Curriculum Base (BNCC) for High School, expressed in Resolution CNE/CEB No. 17/2018; b) New Paths Program (PNC), announced by the federal government in November 2019; c) National Curriculum Guidelines for EPT (DCNEPT), approved by Resolution CNE/CP No. 01/2021. In conclusion, we defend the thesis that a reform of the Brazilian EPT has been in development, since 2016, a reform of the Brazilian EPT. This reform has been constructed in three stages, chronologically comprised between the years 2016-2018, 2018-2021, and 2021 onwards. The emphasis given to the reform of the EPT is intended to characterize it as one of the sectors that make up the current context of neoliberal counter-reforms in Brazil, therefore, professional education is not exempt from deeper changes in the content of its policies
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/20.500.12733/16103
PELISSARI, Lucas Barbosa. The reform of professional and technological education in brazil: 2016 to 2021. Educação em revista. Belo Horizonte, MG. v. 39, n. art. e37056, 2023. Disponível em: https://hdl.handle.net/20.500.12733/16103. Acesso em: 7 mai. 2024.
url https://hdl.handle.net/20.500.12733/16103
identifier_str_mv PELISSARI, Lucas Barbosa. The reform of professional and technological education in brazil: 2016 to 2021. Educação em revista. Belo Horizonte, MG. v. 39, n. art. e37056, 2023. Disponível em: https://hdl.handle.net/20.500.12733/16103. Acesso em: 7 mai. 2024.
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