Ensino Médio Integrado na Rede FAETEC: do tecnicismo à uma nova concepção da educação profissional?

• Autor(a) principal: Farias, Rosane de Abreu
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14951
• topic: Integrated secondary education; Secondary education; Professional education; Educational reform; Ensino médio integrado; Educação profissional; Reforma educacional; Educação; Ensino médio; Fundação de Apoio à Escola Técnica (RJ); CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE

This study aimed to discuss the current educational policy expressed by Federal Ordinance nº 5.154/04, its conceptual and empirical aspects, aiming to realize continuities and ruptures in the historic duality "academic versus vocational training." From the historical development of capitalism and its confluence point with the demand for training for the working class, it was shown how these demands was carried out by an ideological process to justify the social division of labor in liberal perspective based on the Human Capital Theory, and today held its reinterpretation by the Skills based the Education. In order to understand to Brazilian social reality in formulating an educational concept that glimpse of human emancipation, there was a theoretical rescue of polytechnic fundamentals in Marx and Engels and the theory of unitary school in Gramsci that would enable the understanding of vocational education into secondary school as a strategy "crossing" between the asymmetric and unequal society we have today in Brazil, towards a classless society. In order to realize the relevance of the concepts of vocational education, this study presents the results of semi-structured interviews with active teachers in the sencondary vocational education in Building integrated to secondary School at the State Technical School Ferreira Viana belongs to the Foundation support to Technical School. So, we wanted to capture as social relations events that lead teachers to grasp reality in a certain way, for this, the research was guided by the categories of the method - historicity, mediation, conflict - and the object, that is, that It enabled us to understand the relations between vocational education policy and the teachers who implement it. From the analysis of the interviews in acoord to used literature, it was found that there was no effective breaks to be marked, since the political and legal point of view constituted partly the reframing of continuities, but it is observed that the materiality of the plan teaching action there is a fertile ground to changes as a result of its own inherent contradictions of capitalism