The implementation context of Integrated Technical Education in the Environment at Paula Souza Center

Abstract

This article aims at understanding the social, economic, and political environments in which occured the implementation in the Technical course in Environment Integrated to High School (Etim) at Paula Souza Center, in Sao Paulo, downtown. This goal is justified since we are facing a systemic crisis in which the processes of exploitation, extraction, and degradation of nature have culminated in the destabilization of ecological relationships, and also the threat to the existence of life on Earth.Thus, society has seen the areas of Education and Environmental Education -EE -as potential articulators to deal with this crisis in the face of the urgency of acquiring other socio-environmental values and behaviors in order to replace utilitarianism. Implementing technical education is critical. However, it does not seem to be enough without problematizing the complex, socio-environmental interrelationships focusing on integral, and omnilateral education. The investigation was based on the qualitative perspective, following a document analysis, and semi-structured interview as data collection procedures. Discursive Textual Analysis - DTA was used as an analytical tool. Based on the results, we understand that the design of the curriculum of the Technical course in Environment Integrated to High School (Etim) occurred under the influence of neoliberal policies in socio-political, and economic contexts of contradictions between education for competences and autonomy. We have observed a course made up of a mosaic of political, and structural aspects focused on the training process on the environmental issue.