Concepções de formação humana nas políticas de educação profissional e sua materialidade no ensino médio integrado do Instituto Federal do Amapá.

Abstract

This dissertation aims to analyze what conceptions of human formation can be present in the Brazilian professional education policies, as well as in the documents and speeches of teachers, pedagogical staff, managers and students of the Integrated Higher Education – a.k.a EMI – of the Federal Institute of Education, Science and Technology of Amapá - Macapá Campus. Therefore, the research was based on the dialectical historical materialism method, through a qualitative method approach, designed as a bibliographical and empirical investigation. The bibliographic study was based on works by classical and contemporary authors who deal with professional education and other topics related to this dissertation. The empirical research, understood as a study of the phenomenon as it manifests itself, was based on the analysis of documentary sources and speeches from the subjects. Thus, the documents that normalize and guide the Brazilian politics of professional education were analyzed, especially the documents produced by the institution itself, such as its Pedagogical Proposal, Management Reports, Regulation of the Integrated Higher Education and the Pedagogical Projects of the Courses offered by the Campus. The approach with the subject was made through interviewing 4 management members from the pedagogical stuff, besides the application of questionnaires to 35 professors and 115 students from the fourth year of EMI (2017). The results showed distinct and antagonistic conceptions of human formation, both in the policy guidance documents and the EMI in IFAP, as well as in the speeches of the subjects surveyed. Such conceptions sometimes indicated to a utilitarian character, in favor of training for employment in the flexible capitalism system, sometimes in favor of the class composed by those who lives from the work, in the search for an emancipatory education.