A Educação Profissional no Brasil:: aproximações e distanciamentos com os modelos Argentino e Finlandês

• Autor(a) principal: Torres, Caroline da Silva
• Data de Publicação: 2023
• Outros Autores: Martins, João Paulo Lira, Oliveira, Francisco Kelsen de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica Debates em Educação Científica e Tecnológica
• Texto Completo: https://ojs.ifes.edu.br/index.php/ept/article/view/755
• topic: Educação Profissional; Educação Comparada; Brasil; Argentina; Finlândia; Professional Education; Comparative Education; Brazil; Finland

This article aims to analyze the Brazilian Professional Education model, comparing it with those adopted in countries like Argentina and Finland. For this, a comparative education research was carried out based on the concepts proposed by Verhine (2017) and bibliographic analysis using authors such as: Cunha (2000), Melo (2010), Britto (2013), Carmo, Filho and Miyachi ( 2014), Weinberg (2017), Cotrim-Guimarães and King (2017), Bastos (2017), Moraes (2017) and Silva (2018). In this sense, we sought to present the policies, organization and structure of Professional Education in Argentina and Finland, in order to verify approximations and distances in relation to the national model. The research revealed that the Professional Education implanted in Argentina has a great similarity with the Brazilian model, with regard to the educational duality, its structuring outside the regular education system, the competency-based curriculum and the training aimed at the labor market and social inclusion. Regarding the differences, there was the question of the term to refer to Professional Education, the body responsible for it and the types of institutions that offer this type of teaching. With regard to the model adopted in Finland, similarities were observed in the relationship between Professional Education and the productive sector, since students complete internships to articulate academic training to the production process and the world of work, as well as in the certification of the skills developed, for the workers who have not completed high school. The divergences found refer to its lack of structure around educational duality, a curriculum that guarantees that all students have a basic education, so that only professional training can be carried out, this being flexible, that is, the student has autonomy to decide what to study. It is concluded that the analyzed aspects can contribute to broaden the debate on Professional Education in Brazil, in compliance with international experiences, extracting from these elements to think about the current model implemented in the country and reflect on the possibilities of improving educational policies.