Educação e trabalho: avaliação da política de educação profissional, na perspectiva de inclusão social, em Acaraú - CE

Abstract

In Brazil, for decades, there has been a discussion about ways of articulation between High School and Vocational Education, ideologies marked by approximations and ruptures that lead to divergences in the design of the National Policy for Vocational Education. Despite the neoliberal logic present in the 1990s, the focus lays on the basic education, those was instrumented in order to attend the demands of the market, policies being designed under the logic of training, based on the development of skills and abilities. In the 2000s, under the administration of the Lula and Dilma government, changes in perspectives occurred, culminating in the regulation of a vocational education proposal aimed at unifying the binomial: education and work. Such a proposal brings the conception of a unitary based integral formation to be developed in high school. In this perspective, the young student is encouraged to think knowledge in the light of the productive processes of the contemporary world, that is, to understand work as an educational principle. Therefore, the present study spins around the issues of education and work, having as its central objective an assessment of the vocational education policy integrated into high school, as a possibility of social inclusion. This evaluation is necessary for a view of the imminent weakening of this proposal, given the restructuring of high school, which had been legalized during Michel Temer's interim government in 2017. The central argument is that the public policy of vocational education, based on integral formation, is a possibility of social inclusion and emancipation. From a methodological point of view, such attention is focused on the in-depth evaluation of this policy. This is a qualitative approach, in which the subjectivity of the individuals gains importance for the understanding of public policies committed to notions of social justice and affirmation of rights. This work used as an empirical field, the EEEP2 Marta Maria Giffoni de Sousa, located in Acaraú-CE. We interviewed school principals, teachers, students and graduates of high school integrated into professional education in order to know their views and resignifications of the policy under study. At the end of the research, it was concluded that there were displacements of the concepts of integrated training idealized and regulated by Law No. 11,741 / 2008, throughout the institutions, in the case of Ceará. We cannot deny the satisfaction of the beneficiary subjects with the quality of the EEEP`s, nor the 2 EEEP –Stands for Escola Estadual de Educação Profissional. 9 formative evolution and the considerable number of insertions in the labor market and in higher education from the model outlined. However, experience does not signal the overcoming of the dualism between education and work, from the perspective of a unitary education; on the contrary, the undertaken social inclusion points much more to an adaptation of the capitalist system to the demands of contemporary society.