Concepção de trabalho em disputa no contexto da educação profissional integrada ao ensino médio nos Institutos Federais

• Autor(a) principal: Paiva, Ricardo
• Data de Publicação: 2017
• 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/1/14819
• topic: Work; Integrated Technical Course; Polytechnic Education; Omnilateral formation; Curso técnico integrado; Educação politécnica; Formação omnilateral; Educação; Políticas Públicas; Trabalho; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

This thesis aims at analysing, from a critical approach, the conception of work in the context of technical professional education integrated with High School as a perspective of crossing to a polytechnic education and to an integrated and integral formation in Federal Institutes. Therefore, we considered working as an ontocreative activity, structuring of the social being; thus, working is not restricted to labour activity or a job, but it covers all social production of human life. We appealed to work as a category in its historicity and social relations, highlighting the implied power mechanisms, the treatment given throughout this process and the worker in the context of capitalist production. Concerning technical-professional education integrated with High School, we emphasize the debate on the influences of the productive world, in other words, a class dispute, mainly when it comes to the field of public institutions, such as the Federal Network of Professional and Technological Education. We referred to work as an exchange value, or a commodity, as well as to the knowledge needed for the working class education, so that it can position itself around this dispute. In order to achieve this crossing, we thought of a polytechnic education and a human omnilateral formation, having work as an educational principle. The research instruments applied were: questionnaire; interviews; focal groups; document investigation. For the analysis of the data obtained from the objective reality, based on the categories of the historical dialectical materialism method totality, historicity, contradiction and mediation we used the content analysis technique. Four historical campi participated in this research, each one from a different region of Brazil: Rio Grande do Norte Federal Institute (IFRN), Santa Catarina Federal Institute (IFSC), Pará Federal Institute (IFPA) and Fluminense Federal Institute (IFF). We were not able to do the research at the Goiás Federal Institute (IFG), due to a civil servants strike and the students school occupation during the fieldwork research. We also did interviews with four Directors of Education and forty teachers at the focal groups. The results concerning the conception of work point to the job market, and very little was mentioned about ethics, politics, emancipation or social collectivity; our references were supported by the researcher s and ex-students own professional experiences, as well as professionals external to the institution. When we referred to the changing of the current education model to the polytechnic model, we noticed the teachers lack of knowledge on the matter, including professionals without initial and continued formation. In relation to the perspective for integrated and integral technical courses, it was shown difficulty for their execution, beyond the difficulties already mentioned for the implementation of a polytechnic model of education, such as: fragmented/compartmentalized structures; subjects lack of integration; polytechnic education; integrated and integral formation