Políticas educacionais de formação profissional: diversidade etária e mercado de trabalho

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Elizângela Farias de
• Orientador(a): Silveira, Nadia Dumara Ruiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação e Estado; Currículo e humanização; Formação profissional
• Palavras-chave em Inglês: Education and state; Curriculum and humanization; Occupational training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23579

The increasing population index of aging, both as nationally as globally, brings about a significant change in the social, economic and educational context, and this includes innumerable phenomena that require in-depth studies, allowing, in this sense, the construction of new knowledge and understanding of reality current. This research has as general objective: to analyze the educational policies of professional formation, identifying articulations with the age diversity and the reality of the labor market, characterizing the conceptions of professionals who act as managers in the business segment and people with 50 years +, from the state of Mato Grosso. The perception of gaps in intersectoral policies around the aging process, with regard to education, resulted in the problem that motivated this research, raising the following questions: What is the concept of age diversity contained in public policies on vocational training? What is the relationship between curriculum, professional training and age protagonism? Such questions converge to the assumption that, in Brazil, education is conceived differently in relation to life cycles, which justifies the research carried out. Vocational training policies, in particular, do not include deliberations on age diversity and its relationship with reality in the labor market. Our investigative process has a qualitative approach, with bibliographic research, document analysis and field research as procedures. The theoretical framework used is, essentially, characterized by fundamentals in the areas of education, population aging, public policies and the curriculum. Our empirical study included interviews with semi-structured scripts. The research subjects are professional managers who work in the business area and people aged 50+. The results reinforce the concept of the negative stereotype in relation to people aged 50 + in the work environment and in the labor market. Another factor identified was the active protagonism of this age group in relation to work. It was also found that there was no articulation between the dimensions of the professional training policy and the curriculum, in addition to the fragmentation of the training process, which denies the age equity among people, due to the specificities that support the interests of the market