Proeja e mundo do trabalho: inserção, reinserção e horizonte precário

• Autor(a) principal: Gouveia, Fernanda Paixão de Souza
• 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/1/14715
• topic: Youth and Adult Education; Proeja; Professional (Re) Insertion; Precariousness; Proeja; (Re) Inserção Profissional; Precarização; Educação de Jovens e Adultos; Escola pública; Educação e Estado; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

This thesis aims at the Education of Youth and Adults (EJA) integrated to the Professional Education (PE) in the high school from the experience of the National Program of Integration of Professional Education with Basic Education in the Mode of Education of Youth and Adults (Proeja) in the Federal Institute of Education Science and Technology of Rio de Janeiro (IFRJ), specifically in five campuses, namely: Arraial do Cabo, Duque de Caxias, Nilópolis, Pinheiral and Rio de Janeiro. In the light of the changes experienced by capital in the last decades, the impacts on the productive process and the reorganization of the State, we seek to understand the existing mediations between Proeja's educational practices and the world of work. We argue that these practices express a project of vocational training guided by the logic of the precariousness of work and a movement of professional (re) insertion impacted by the disintegration of the school's integrative promise and the civilizational standards experienced in our dependent and unequal capitalist form. We indicate that the actions of the Brazilian State for the training and professional qualification of workers have served the purpose of conforming these same subjects to the more immediate interests of capital and adapting them to the new morphology of the world of work. Despite the contradictions emanating from policies of this nature - by making it possible to expand schooling and open opportunities for improvements in living conditions (even if restricted), we questioned Proeja's ability to fulfill the pretensions with which it is committed. We use the perspective and categories proper to historical-dialectical materialism and the meaning of unitary education. By instruments, we have selected publications and institutional documents of the IFRJ, questionnaires (with open and closed questions) applied to the incoming, graduating and graduate students subjects. To this latter group was also assigned the focus group technique and to the course and internship coordinators, interviews. We conclude that even if we register impacts of different natures in the life of the subjects served by the Program, they occur in the permanent reduction of rights and in the repeated denial of full access to emancipation. The content of the promises of professional (re) insertion of the IFRJ to Proeja's student subjects corroborate to form and conform subjects to the horizon of the precariousness of social life and work