Ensino Médio Integrado: acirrar contradições e abrir brechas

Abstract

In this article we propose to discuss the disputes, conceptions and conformist or resistance practices that permeate the relation work and education in Brazil, having as background the current "counter-reforms". The objective is to problematize how the school has presented itself as a complex and contradictory terrain, sometimes being underestimated in its importance in relation to the concrete experience of work as an educational principle, sometimes being overestimated as a professional trainer for the labor market. The modality of Integrated Professional Education to High School, also denominated Integrated Secondary Education, is presented as materiality and as resistance to the counter-reforms.