The curriculum of Technical Mining Course in the Alto Paraopeba/MG: relations among formation, educational policies and the world of work

• Autor(a) principal: Albuquerque, Shahla Cardoso de
• Data de Publicação: 2019
• Outros Autores: Noronha, Vânia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/12116
• topic: Currículo; Educação Profissional; Curso Técnico de Mineração; Curriculum; Professional Education; Technical Mining Couse

This research was developed in the Alto Paraopeba Region, Minas Gerais, and it refers to curriculum of the technical mining course. As the starting point for this study is to analyze the following questions: which curricular conceptions could subsidize the proposal of the technical mining course? How has the curriculum been structured in order to respond accordingly to legal requirements and official information treatment both evidently regard to mining course? What is discussed and what is done related to curriculum structure of the course in question? Our aim was to go through the public policies for professional’s education and to uncover how the researched institution aligns its processes of organization, discussion and implementation of those policies. We seek to comprehend the proposal of this course having as references theoretical contributions on the curriculum and the changes that have taken place in the Brazilian education since its implementation. Therefore, the authors Michael Apple, Tomás Tadeu Silva, Marise Ramos, Gaudêncio Frigotto, among others, are considered referecences for this work. In to order to establish context, we report on history about the mining in Brazil and in the studied region. The locus of research was the Center of Professional and Technological Education General Edmundo Macedo Soares e Silva - CET, which it was characterized in a case study. After analyzing the collected data, it was concluded that, although each historical period presents different official documents and proposals, the curricula undergo few changes, establishing a traditional school culture. Bureaucratic compliance with legal requirements does not always lead to a reflection on school practice.