Política de educação profissional: a implementação do programa nacional de acesso ao ensino técnico e emprego (PRONATEC) – (2011-2014)

• Autor(a) principal: Martins, Carla Alves Ribeiro
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/3278
• topic: Educação Profissional; PRONATEC; Novo Desenvolvimentismo.; Professional Education; PRONATEC; New Developments; CIENCIAS HUMANAS::EDUCACAO

We conducted, in this study, to review implementation of the National Program for Access to Technical Education and Employment (PRONATEC) in the period 2011-2014. Our purpose was to analyze the economic mediations, political and ideological as well as the socio-economic justification for implementing the PRONATEC. So, methodologically, we choose document analysis and database ministries and government agencies. In order to achieve this objective, in the first section, we introduce the research, reporting the definition of the research object and the organization of work. In the second section, we try to rescue the Professional Education policies from the 1990s, looking closely at the political and ideological propositions that have defined and delimited more recently the creation of PRONATEC in 2011. Also, we approach the New Developments, taking PRONATEC as an expression of this development option, including the official discourse. The third section is dedicated to the presentation and analysis of PRONATEC, program aimed at qualifying youth and workers in initial and continuing education courses and technical courses. We have analyzed it from primary sources and research dedicated to the study of Vocational Education policy. The fourth and final section, organized in the form of final considerations, we resumed the course traveled along the analysis, as well as questions raised regarding the implementation of PRONATEC We stress the articulation of the PRONATEC with the new model developmental and thus, the proposed offer qualification under the logic of employability and skills, as well as the propagation of the discourse of eliminating inequalities, and trigger discontinuities in Professional Education implemented policies before the creation of PRONATEC such as the provision of integrated secondary school and PROEJA.