Reformas da Educação profissional e tecnológica (ept) brasileira no contexto de expansão das políticas educacionais neoliberais globais: política como texto

• Ano de defesa: 2025
• Autor(a) principal: Silva, Cristiano Rodrigues da
• Orientador(a): Voss, Dulce Mari da Silva
• Banca de defesa: Voss, Dulce Mari da Silva, Cobas, Luis Carlos Fernández, Jacondino, Eduardo Nunes, Krakhecke, Eliada Mayara Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Acadêmico em Ensino
• Departamento: Campus Bagé
• País: Brasil
• Palavras-chave em Português: Neoliberalismo; Política educacional; Educação profissional e tecnológica; Reformas; Legislação educacional; Neoliberalism; Educational policy; Professional and technological education; Reforms; Educational legislation
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10447

This dissertation focuses on Professional and Technological Education (EPT) within the context of global neoliberal influence, aiming to analyze reforms in Brazilian educational legislation and their impacts on public education, particularly concerning equity and social justice. Grounded in post-structuralist theoretical-epistemological perspectives, particularly the contributions of Michel Foucault and Stephen Ball, the study conducts an analysis of policy as text, centered on the expansion and reconfiguration of EPT in Brazil. The temporal scope spans from the Military Dictatorship (1964–1985), through the reestablishment of democracy marked by the 1988 Federal Constitution, followed by the enactment of the Law of Guidelines and Bases of National Education (LDBEN), Law No. 9,394/1996, and culminates in an examination of the National Education Plans for 2001–2010 and 2014–2024. Notably, Law No. 11,892 of December 29, 2008, which established the Federal Network of Professional, Scientific, and Technological Education and created the Federal Institutes of Education, Science, and Technology (IFs), is highlighted as pivotal within this historical and political process. An archaeological-genealogical analysis is employed to investigate the historical, political, social, and educational contingencies that generated favorable conditions for expanding EPT offerings and reconfiguring its framework through reforms in Brazilian educational legislation. Neoliberalism is conceptualized here as a rationality guiding governmental practices in the realm of educational policies. The study demonstrates that reforms to EPT-related legislation during the analyzed period were influenced by the global rise of neoliberalism and reflect the alignment of Brazilian governments with neoliberal agendas on the global stage. The analysis reveals that governmental actions to institutionalize reforms expanding access to integrated secondary education and EPT—particularly within the IFs—largely stem from the incorporation of neoliberal principles into professional and technological training. These principles emphasize the acquisition of competencies and skills oriented toward employability, characterized by flexibility, instability, competitiveness, results-driven efficiency, productivism, and entrepreneurship. Additionally, the study notes increased access to professional and technological education for youth and adults seeking qualification for labor market integration. Consequently, the expansion of EPT oscillates between privatist business interests and social demands advocating for equitable educational access and social justice. This tension underscores the complex interplay between neoliberal imperatives and the pursuit of inclusive public education in Brazil, raising critical questions about the role of education in mitigating or perpetuating structural inequalities.