Advances of Professional Education in Brazil and its historical subordination to the capitalist system

Authors

  • Edilene Rodrigues Araújo Instituto Federal do Ceará
  • Heveline Cristina Alves de Vasconcelos Florambel Instituto Federal do Ceará
  • Sandro César Silveira Jucá Instituto Federal do Ceará
  • Solonildo Almeida da Silva Instituto Federal do Ceará

DOI:

https://doi.org/10.33448/rsd-v8i8.1224

Keywords:

professional education; capitalism; educational legislation.

Abstract

Historically, professional education in Brazil is based on policies aimed at the disadvantaged class. This is a reality that marks a persistent duality between basic education and professional education. Thus, the history of structural duality in Brazilian education is related to the history of the class struggle in capitalism. Given this reality, the objective of this study was to analyze historically the dilemmas of professional education in Brazil, contextualizing with the laws that govern this type of education in the country. In order to do this, it was referenced in some legal instruments on professional education in Brazil, and in studies of researchers such as Saviani, Frigotto, Machado e Kuenzer, because they are reference researchers in the thematic area of education and work. This research is qualitative, with an exploratory character, of the bibliographic and documentary type. The results indicate that the legal provisions related to professional education in Brazil are essentially related to the interests of capital; and despite the advances achieved in the last decade, with the creation of the Federal Network of Professional, Scientific and Technological Education, and of the Federal Institutes of Education, Science and Technology, it is necessary for Brazilian society to demand of its rulers measures vocational education fulfill its social mission of educating according to the sociopolitical, cultural, scientific and technological context.

References

Fórum Nacional de Educação. (2016). 45ª Nota Pública do Fórum Nacional de Educação Sobre a Medida Provisória relativa ao ensino médio. Brasília.

Frigotto, G. (2007). A relação da educação profissional e tecnológica com a universalização da educação básica. Campinas: Educ. Soc. 12 (100): 1129-1152.

Frigotto, G. (2018). Projeto societário, ensino médio integrado e educação profissional: o paradoxo da falta e sobra de jovens qualificados. In G. Frigotto (org.). Institutos Federais de Educação, Ciência e Tecnologia: relação com o ensino médio integrado e o projeto societário de desenvolvimento. (pp. 41-62). Rio de Janeiro: UERJ, LPP.

Gil, A. C. (2002). Como elaborar projetos de pesquisa. São Paulo: Atlas.

Kuenzer, A. Z. (2014). As relações entre o mundo do trabalho e a escola: práticas de integração. In Rios, F. H., Costa, R. R. S., & Urbanetz, S. T. (org.). Educação Profissional: desafios e debates. (pp. 24-42). Curitiba: IFPR-EAD.

Machado, L. R. S. (2008). Diferenciais inovadores na formação de professores para a educação profissional. Brasília: MEC, SETEC, Revista Brasileira da Educação Profissional e Tecnológica. 01 (01): 23-38.

Ministério da Educação. (2007). Educação Profissional Técnica de Nível Médio Integrada ao Ensino Médio – Documento Base. Brasília: MEC/Secretaria de Educação Profissional e Tecnológica.

Ministério da Educação. (2009). Centenário da Rede Federal de Educação Profissional e Tecnológica. Brasília: MEC.

Monteiro, E. M., Passos, P., & Lima, V. C. (2018). O lugar das Ciências Humanas em um Instituto Federal: narrativas cotidianas. In M. V. Pereira, & G. Rôças (org.). As nuances e o papel social dos Institutos Federais de Educação, Ciência e Tecnologia: lugares a ocupar (pp. 145 – 179). João Pessoa: IFPB.

Nascimento, A. A. do, & Czernisz, E. C. da S. (2015, outubro). Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio: Análise e Inquietações. Anais do XII Congresso Nacional de Educação da PUCPR (EDUCERE) – Edição internacional. 17727-17738. Curitiba, PR, Brasil.

Pereira, A.S., Shitsuka, D.M., Parreira, F.J. & Shitsuka, R. (2018). Metodologia da pesquisa cientifica. [e-book]. Ed. UAB/NTE/UFSM. Santa Maria/RS. Disponível em: http://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1

Regattieri, M., & Castro, J. M. (2010). Ensino médio e educação profissional: desafios da integração. Brasília: UNESCO.

Saviani, D. (2007). Trabalho e educação: fundamentos ontológicos históricos. Campinas, Brasil. Revista Brasileira de Educação. 12(34): 152-65.

Downloads

Published

02/06/2019

How to Cite

ARAÚJO, E. R.; FLORAMBEL, H. C. A. de V.; JUCÁ, S. C. S.; SILVA, S. A. da. Advances of Professional Education in Brazil and its historical subordination to the capitalist system. Research, Society and Development, [S. l.], v. 8, n. 8, p. e30881224, 2019. DOI: 10.33448/rsd-v8i8.1224. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/1224. Acesso em: 22 dec. 2024.

Issue

Vol. 8 No. 8

Section

Education Sciences

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.