Concepções de formação profissional técnica de nível médio adotadas pelo IFRN: especificidades e (des)continuidades
Silva, José Moisés Nunes da
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The thesis deals with the concepts of technical training of middle level adopted by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technical School of Rio Grande do Norte (1970-1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important political contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopted in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) continuities, placing them in the context of political, economic and educational change in development in the country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as well as the possibility of a counter-hegemonic formation. We analyze the formation of mid-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN. Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political-institutional educational projects. The results show that the training of workers in capitalist society has a unilateral character; that the training required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives that guide educational reforms in the country (unilateral training) and, at other times, the institution adopts concepts (training omnilateral) that are not consistent with such prospects; and that between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.