As políticas públicas de educação profissional no Brasil entre 2003 e 2014: disputas e contradições sob o neodesenvolvimentismo

• Autor(a) principal: Pelissari, Lucas Barbosa
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14831
• topic: Public policy; Professional education; Neodevelopmentalism; National industry confederation; Unified Worker's Central; Educação Profissional; Confederação Nacional da Indústria; Neodesenvolvimentismo; Educação e Estado; Políticas Públicas; Central Única dos Trabalhadores (Brasil); CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL

The object of present work is the public policies of professional education in Brazil over the period from 2003 to 2014, which is divided between the two governments of Luís Inácio Lula da Silva (2003-2006 and 2007-2010) and the first government of Dilma Rousseff (2011 and 2014). The research problem refers to the investigation of the relations between the transformations of these public policies and the internal class contradictions to the Brazilian political-economic conjuncture during the period. We started from two theses already developed in previous works, one of them concerning to the professional education (RAMOS, 2015), which verifies two inflections in the set of public policies in the analyzed period, and another related to the field of Political Science, which uses the concept of the neodevelopmentalist front to analyze the Brazilian conjuncture (BOITO JR., 2007; 2012a; 2012b). In methodological terms, we analyzed, first, the claims of two class fractions members of the neodevelopmentalist front, in the scope of professional education, through documents formulated by their main representative entities. The class fractions are the industrial bourgeoisie and the salaried workers, represented by the National Industry Confederation (CNI) and the Unified Worker s Central (CUT), respectively. Then, we analyzed four sets of public policies undertaken by the Governments: the measures arising from Decree 5,154/2004, the initiatives based on Law 11,195/2005 and made up the Expansion Plan of the Federal Network of the Professional, Scientific and Technological Education, the changes in the National Curricular Guidelines (DCN) which guide the Professional Technical Education of Medium Level (EPTNM) and, lastly, the measures inserted in the scope of the National Program of Access to Technical Education and Employment (PRONATEC). Finally, we compared the claims with the public policies, observing the disputes of interests that consolidated the incorporation or not of the two entities s proposals. Thus, we attempted to contribute to an analysis of Brazilian professional education in terms of class struggles and development projects, besides making possible a more detailed characterization of the neodevelopmentalist front and its internal contradictions. We concluded, in general, that the changes experienced by the policies analyzed are characteristic of the class contradictions that explained the conjuncture of the period