Professional Technical High School Education after LDB/1996: contradictions, advancements and setbacks

• Autor(a) principal: Possamai, Tamiris
• Data de Publicação: 2024
• Outros Autores: Santos , Shilton Roque dos, Oliveira , André Ricardo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/72209
• topic: Professional Technical High School Education; Professional and Technological Education; Educational Policy; High School Counter-reform; Educación Técnica Profesional de Nivel Secundario; Educación Profesional y Tecnológica.; Política Educativa; Contrarreforma de la Escuela Secundaria; Educação Profissional Técnica de Nível Médio; Educação Profissional e Tecnológica; Política Educacional.; Contrarreforma do Ensino Médio; Educação Profissional; Política educacional; Período pós Lei de Diretrizes e Bases de 1996

This study focuses on Professional Technical High School Education (EPTNM, in its Portuguese abbreviation) in Brazil post-National Education Guidelines and Framework Law (1996) until the publication of the brand new General National Curricular Guidelines for Vocational and Technological Education (2021). To do so, it uses documentary research procedures with a qualitative approach, associating historical, legal, economic and political aspects in order to understand changes in educational policy, within the context of disputes between educational initiatives, under the determinations of a capitalist society. From a critical perspective, the study seeks to discuss the contradictions of educational policies under EPTNM, by posing questions regarding the advancements and setbacks of normative measures that were (and are) the grounds for the actions and strategies of the Brazilian State approaching, most notably, the possibilities of implementation of the EPTNM in High School. In particular, it points out how Law no. 13.415/2017, the New Pathways Program, CNE/CP Ruling no. 17/2020 and CNE/CP Resolution no. 01/2021 (recent documents that have driven the educational policy for EPTNM) have represented the interests of productive sectors by meeting the demands of labor force buyers and, consequently, have retreated politically and gone against formative proposals committed to the interests of the working class.