O ensino médio integrado no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense: perspectivas contra-hegemônicas num campo em disputas

• Ano de defesa: 2014
• Autor(a) principal: Porto Júnior, Manoel José
• Orientador(a): Ramos, Marise Nogueira
• Banca de defesa: Moura, Dante Henrique , Franco, Maria Ciavatta Pantoja , Frigotto, Gaudêncio , Lima Filho, Domingos Leite
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Formação Humana
• Departamento: Centro de Educação e Humanidades
• País: BR
• Palavras-chave em Português: Ensino Médio Integrado; Politecnia e Educação Tecnológica; Mundo do Trabalho; Formação Integral ou Omnilateral; Ensino médio Rio Grande do Sul; Tecnologia Estudo e Ensino Rio Grande do Su; Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul; Morte
• Palavras-chave em Inglês: Secondary School; Polythecnic; Labor World; Integrable Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14778

The present work deals with the disputes that occur within an institution (IFSul) that is part of the Federal Network for Vocational, Technological and Scientific Education concerning the relevance and conception of integrated technical programs. To this end, it discusses the changes that occur in the labor world and their specificities in Brazil as well as the implications of new relations of production on the human development needs. It approaches the Gramsci s proposal of the unitary school of Brazilian educational reality and the proposal that is constructed as a way to an integral or omnilateral education - integrated high school - as well as pointing out the contradiction existing spaces in the studied institution that allows advances in the direction to a polytechnic or technology education. Extensive existing literature to the formulations relating to changes in the labor world was used; social, political and economic situation in Brazil; the options ontological-historical, philosophical and epistemological that construct the integrated high school proposal. For the analysis of disputes within the institute, one used semi-structured interviews and an analysis method inspired by the methodology of discursive textual analysis. Twenty teachers/administrators from three campuses of the IFSul chosen because they have been created in different historical moments were interviewed. Such teachers occupy positions responsible for teaching on campus or they are coordinators of integrated technical programs or areas of knowledge of high school courses. They were chosen by catalyzing the opinions of their peers in decision-making processes that relate to the offering of programs and curriculum. During the analyses execution, this work used the historical and dialectical materialism tools. It started with the most general analysis of disputes directions based on different social projects within the IFSul. At the same time, tried to acclimate the reader to the institution and the investigative process driven by the author. In a second phase sought to deepen the analysis by studying the changes that occur in the world from the crisis that began in the 1970s and brought major changes in the production processes and in addition the financialization of markets. Following this process of going to the most abstract categories that organize the social whole, expressed the historical difficulties of the developmental model that applies in Brazil and introduced new training needs in the hegemonic view and vision of workers by proposing educational reforms that point a perspective revolutionary. Thus, back to the thought concrete, deepened some discussions about the conception of integrated high school. Even assuming that the weakness of the bourgeois formulation for education that articulates with the work makes it difficult to formulate a counter-hegemonic discourse by the working class, this work investigated the potential of existing breaks this historical process that we live. The polytechnic concept is characterized as a possibility of overcoming the versatility persecuted by the hegemonic educational discourse. This overrun, task in the hands of the working class, can contribute to overcoming dependent Brazilian capitalism, unusual result of the limitations of our revolutionary bourgeoisie