THE PROFESSIONAL HIGH SCHOOL EDUCATION AT THE FEDERAL INSTITUTE OF SÃO PAULO: IMPLANTATION OF POLICY FOR INTEGRATION OR DISINTEGRATION?
DOI:
https://doi.org/10.17648/educare.v11i23.16093Keywords:
política educacional, ensino médio integrado, educação profissional.Abstract
The Federal Network of Professional and Technological Education underwent a significant expansion between 2005 and 2014, presenting a growth of 390% in the number of schools across the country. According to the Federal Government, the expansion was justified by the demand for training of qualified professionals for the labor market due to the economic growth experienced in the years 2000. In this context, the Federal Institutes of Education, Science and Technology were created to provide professional and technological education at all levels and modalities, fueling the expectation of scholars on the theme of expanding the offer of integrated professional high school as a path to polytechnic education and to overcome dualism in Brazilian education. Therefore, this article aims to discuss the results of the master's research that investigated the implementation of this modality of education through a Cooperation Agreement signed between the Federal Institute of Education, Science and Technology of São Paulo and the State Department of Education of São Paulo. The analysis was based on the hypothesis of distance between what was intended in the institutional documents and its effective implementation, mainly, regarding the integration between regular and professional education. The theoretical reference was based on researchers who study the theme as Ferretti (1997), Saviani (2003), Frigotto, Ciavatta and Ramos (2012), among others. The qualitative research sought to know the understanding of those involved in the implementation of the policy in a municipality countryside of São Paulo, in the year 2012. The results confirmed the hypothesis of discrepancy between the policy guidelines in the institutional documents and the reality in which the course was implemented, hindering the effective integration between regular and professional teaching and indicating the permanence of dualism in national education.
Downloads
Published
How to Cite
Issue
Section
License
Aviso de Direito Autoral Creative Commons
Política para Periódicos de Acesso Livre
Autores que publicam nesta revista concordam com os seguintes termos:
1. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.2. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
3. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
Licença Creative Commons
Esta obra está licenciada com uma Licença Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional, o que permite compartilhar, copiar, distribuir, exibir, reproduzir, a totalidade ou partes desde que não tenha objetivo comercial e sejam citados os autores e a fonte.
