Escola estadual de educação profissional Alan Pinho Tabosa: disparadas juvenis na formação de uma escola pública

Abstract

Faced with the commodification that the school has suffered throughout the implementation of neoliberalism in Brazil, it is necessary to have other perspectives on education that bring the social, ethical, cultural, political and citizen role of the school (FREIRE, 2013). The present work aims to evaluate the contributions of the Escola Estadual de Educação Profissional Alan Pinho Tabosa to education policy. An experience of the joint action of young members of the Prece Movement, young university students from the Universidade Federal do Ceará and young students from the Ceará public education network. This intertwining of youths forged a peculiar partnership between public schools, public universities and organized civil society. Here we sought to: a) characterize the social, political and economic context that outline the emergence and implementation of EEEP Alan Pinho Tabosa; b) Understand the articulation between basic education and higher education promoted by EEEP Alan Pinho Tabosa and c) Investigate the perceptions about social commitment of EEEP Alan Pinho Tabosa graduates. A qualitative and participatory approach was adopted based on the analytical axes of the in-depth evaluation (RODRIGUES, 2019). The field research took place in 2021: in May, two interviews were carried out with the school's creators, in June, 160 questionnaires were applied to alumni and in December three discussion groups were held with eight alumni. Bibliographic analysis and document analysis were added to these techniques (GIL, 2009) and the triangulation of methods was used for data analysis (GOMES et al, 2010). As a result, it was noticed that: 1) When there was transfer of resources for self-management of basic education and expansion of higher education with openness to organized civil society, there were experiences of innovative, autonomous and participatory public management; 2) When the school valued themes beyond academic content, discussing the reality of students, it stimulated citizenship and social transformation; 3) When students with social markers of blackness and poverty established networks of mutual support among youth, they faced with greater resilience the structural challenges of higher education and 4) When the school established permanent bonds with its students through the idea of “return”, it generated greater political participation, community and social commitment of its graduating students. In view of this, it is recognized that EEEP Alan Pinho Tabosa has potent contributions to be better investigated and disseminated for an emancipatory and democratic education so fundamental to contemporary Brazil.