Contexto da educação profissional tecnológica no Brasil: olhares sobre licenciaturas

• Ano de defesa: 2017
• Autor(a) principal: Silva, Iraci Balbina Gonçalves
• Orientador(a): Zanatta, Beatriz Aparecida
• Banca de defesa: Carneiro, Maria Esperança Fernandes , Baldino, José Maria , Carvalho, Marco Antonio de , Araujo, Tânia Fernandes Veri
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Institutos Federais. Licenciatura. Formação de professores. Educação Profissional e Tecnológica. Pesquisa.
• Palavras-chave em Inglês: Federal Institutes. Teaching Degree Programs. Educator Formation. Professional and Technological Education. Research.
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/3765

The research aims to understand the historical-political-social process of incorporating teaching degree programs to the new Professional and Technological Education (EPT) policy, seeking to reveal the concepts present in the Professional Education project, in the federal public modality, specifically related to the teaching degree programs offered by the Federal Institutes (IF). What is questioned is why, in the historical process of diversifying the modalities and formats of Professional and Technological Education in Brazil, the teaching degree courses were offered within the scope of Professional Education, in other words, why does the project for reformulation of Professional and Technological Education encompasses the teaching degree programs? What are the purpose and the goals of the Policy of Educators Formation regarding the Technical Professional Education? Are the teaching degree programs offered by the IFs intended to prepare for Basic Education or for Professional education? This study is limited to the IFs, rather than the totality of institutions that constitute the Federal Network of Education. The research of qualitative-quantity nature and documentalbibliographic basis used content analysis. Supported by historical and dialectical materialism, it is based on the contribution of Aranha; Cunha; Floro and Dal Rio, Floro; Müller; Kuenzer; Guerra and Oliveira; Bonfim; Lima; Duarte; Facci; Libâneo; Moura, among others. Concern with pedagogical action was registered at the beginning of the Escolas de Aprendizes Artífices and in 1917 the Escola Normal de Artes e Ofícios Venceslau Bráz was created. Insertion of teaching degree courses dates from 1978 with the creation of the three first CEFETs, although it was with the IFs creation, in 2008, that the institution had to affirm itself as a locus of educators’ formation. Law No. 6.545/1978 defined the teaching degree programs of CEFETs should serve Basic Education and EPT. In 1993, through Law No. 8.711, teaching degree programs should serve EPT. In the year 2000, by Decree No. 3.462, teaching degree programs should serve Basic Education and EPT. Currently, through Law No. 11.892/2008, teaching degree programs should serve Basic Education and EPT. The research shows that in 2012, 12 % of teaching degree programs in the IFs were focused on serving EPT and 88% on Basic Education. In 2016, 3.44% of teaching degree programs were focused on serving EPT and 96.56% on Basic Education. The number of technical basic education courses represents more than half the courses offered: 56.12%. It shows that the Institution maintains technical education as one of the important axis of its practice, according to the Law of its foundation. The study of the history of EPT leads to the recognition that EPT has always been modified according to the demands of capital and that teaching degree courses tend to follow suit. The project for reformulating Professional and Technological Education, which is intent on consolidating a sui generis institutional identity, encompasses/foments teaching degree courses through defending the necessity of configuring another model for educators’ formation distinct from what existed before. It intends to enable the educator with a solid scientific background – based on verticalization – capable of dealing with issues emerging from practice and having research as an educational principle.