A racionalidade tecnológica como determinante da relação entre a educação e o trabalho presente nos cursos de tecnologia do Centro Paula Souza

• Autor(a) principal: Vendrameto, Maria Cristina
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20060
• topic: Tecnologia - Estudo e ensino; Inovações educacionais; Centro Paula Souza; Technology - Study and teaching; Educational innovations; Technological education; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

In addition to contributing to the discussion of technological education in Brazil, the present study aimed to focus on the analysis of technological education, specifically the technological education offered in three courses of Fatec Carapicuíba administered by the Paula Souza Center (CPS). In the writings of Adorno, Horkheimer and Marcuse, he sought in the Critical Theory of Society the concepts that made up his theoretical elements, namely: Ideology, Technological Rationality, Ideology of Technological Rationality (IRT), Work and Formation. The problem from originated is related to the understanding of the purposes of the technological education offered by the PHC and its condition as an instrument of Technological Rationality in the maintenance of the existing contradictions between the productive forces and the relations of production. As a result of the research problem, the general objective was to analyze the role of Technological Rationality in the determination of this type of teaching. It was assumed that the level of adherence of a given social group - in the case of this study, students from three technology courses - to the IRT is one of the indicators that reveals more or less control of this ideology on all levels of society. In this way the specific objectives were: to identify in the constitutional historical process of technological education how Technological Rationality influences the relation between education and work; Identify whether students from three technology courses join the IRT; To measure students' levels of adherence to IRT; To identify in technological education the characteristics that circumscribe it as one of the instruments of Technological Rationality. The technological education offered by the SPC was constituted as the object of this study and, due to the complexity inherent to it and in respect to its primacy, the integrated method was adopted and the following instruments were used: 1) Scale of Adherence to the Ideology of Technological Rationality, Elaborated by José Leon Crochík (1999); 2) Socioeconomic Stratification Questionnaire; 3) Sociocultural questionnaire and 4) Political Positioning Scale. The participants of the survey were 91 - men and women aged 18-53 years - incoming and graduating students, enrolled in the second half of 2015, in the Logistics, Secretariat and Systems Analysis and Development Courses. The following hypotheses were accepted: 1) the education-work relationship is one of the characteristics of technological education; 2) the students of the technology courses join the IRT. The discussion of the data was made possible by the descriptive statistics and the obtained results revealed that the students adhere to the IRT and one of the factors that corroborates with this adhesion is the institutional situation, it was confirmed by means of the documentary and bibliographic analysis that in fact the relationship education -work, characteristic of technological education, is determined by Technological Rationality. It was concluded that the results showed that the IRT, besides being present in higher education (it is known that it is not only in this type of education), has also determined its configuration as the possible alternative, reserved for the majority of students from the working class Which envisions economic-social mobility. Finally, it is noted that the PHC community - teachers / researchers and students - participates, as well as the society in which it is inserted, in the one-dimensional perception of the administered society, which in turn fosters and values the principles contained and defended by Rationality Technological. It is recommended that new critical investigations be developed regarding technological education, once the literature review has proven this scarcity