O modelo de educação de ensino médio em tempo integral no estado do Ceará no contexto da crise estrutural do capital: implicações na formação da força de trabalho flexível

Abstract

This study analyzes the Full-Time Secondary Education (EEMTI) model implemented in the state of Ceará, Brazil, between 2016 and 2025, within the context of the structural crisis of capital. The research articulates the transformations in Brazilian educational policies with the needs of the capitalist system in its neoliberal phase, highlighting how these changes reflect the logic of accumulation and social control. In the reality of the state of Ceará, the EEMTI model is investigated in terms of its curricular structure, formative itineraries, and articulation with the labor market. The main objective is to analyze how the full-time secondary education model implemented in Ceará, between 2016 and 2025, constitutes an expression of the determinations of the structural crisis of capital, examining its legal bases, its curricular elements and its regulatory mechanisms to understand its effects on the training of student workers and the formation of a flexible. The quantitative-qualitative methodology was based on Marxist critical analysis, considering legal documents, statistical data, and specialized literature. Normative instruments such as Law No. 13.415/2017 and State Law No. 16.287/2017 were analyzed, in addition to reports from the Ceará State Department of Education and the National Institute of Educational Studies and Research (INEP). Soon, we have indicated that the full-time secondary education model contributes to the flexibilization of the workforce and the precariousness of youth employment, while simultaneously promoting the development of skills aligned with the demands of capital in structural crisis. It is concluded that full-time secondary education in Ceará, despite its extensive schooling time, reinforces structural inequalities, distancing itself from a critical perspective on education. This research proposes reflections on the full-time education model, the challenges and limitations imposed by the capitalist system on public educational policies.