A tecnologia empresarial socioeducacional (tese) nas Escolas Profissionais do Estado do Ceará (EEEP) e o ensino de sociologia

Abstract

INTRODUCTION: This study is part of the development and expansion policy of Brazil’s Professional Education high schools. In addition to the Professional Courses, all of these specialized schools also teach the required curriculum for regular Brazilian high schools. It is important to point out that Sociology was added back into the secondary school curriculum after a long absence. In 2008, the State of Ceará implemented a network of professional schools which are based on a theoretical and methodological system called “TESE” – Socio-education, entrepreneurial, technology. OBJECTIVES: 1) General Objective: To analyze the relationship between the fundamental concepts of the THESIS and the Teaching of Sociology in Professional Schools in the State of Ceará; 2) Specific Objectives: To reflect on the presence of business strategy courses on basic education; to describe the proposals for teaching Sociology in high school programs. THEORETICAL FOUNDATION: It is divided into three parts: 1) Teaching Sociology in Brazilian High Schools; 2) Professional Education in Brazil; 3) Professional Schools in the State of Ceará. METHODOLOGY: This is an explanatory study, using the qualitative method. The research execution scenario was the city of Fortaleza in the state of Ceará, which has a total of 21 Professional Schools. The research was carried out in 3 Professional Schools. The participants were 3 sociology professors who work in these respective schools. As the Superintendence of State Schools in Fortaleza is divided into 3 major regions, one Professional School per region was chosen. Also, we chose to use structured interviews using the Google Meet platform. For data analysis, some categories were established. RESULTS AND DISCUSSIONS: The fundamental concepts of the THESIS establish the principle that the school can be managed like a company, nevertheless failing to promote social integration. Educational policies relating to professionalization need to address social cohesion. Business management in education is based on the competence ideology. Overcoming social inequalities does not only occur with the expansion of the school system, nor with curricular reforms, even if business methodologies are used. In addition to educational reforms, social reforms are also essential. FINAL CONSIDERATIONS: The Professional Schools of the State of Ceará, as a public social institution, cannot be guided by business management. A company aims at individual interests, such as profit, expansion of its activities and survival in the sector in which it 8 develops its activities. The State, in the republican perspective, aims to serve collective interests and maintain social cohesion and stability. The Teaching of Sociology, in the context of Professional Education, can be used both to promote social cohesion and to highlight the conflicting elements in that same society.