Políticas educacionais para o ensino de nível técnico: um estudo com os jovens atendidos pelo PRONATEC no IFCE (2012-2016)
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Data
2016-12-12
Autores
Silva, Fabrício Bandeira da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese de doutorado tem como objeto o Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC) na educação dos jovens cearenses. Objetivamos compreender e analisar a atuação desta política de governo quanto aos impactos sócio-econômico-educacionais na trajetória profissional dos(as) estudantes atendidos(as) pelo Programa no Instituto Federal de Educação, Ciência e Tecnologia do Ceará – (IFCE), nos campi de Fortaleza e Maracanaú, nos cursos da área da indústria. A pesquisa empírica teve, no âmbito metodológico, a aplicação de um questionário com 43 estudantes destes campi durante a realização do curso e, em uma segunda etapa, realizamos entrevistas com 40 ex-alunos(as) que haviam participado no primeiro momento, no intervalo de dois anos que haviam concluído o curso. Também realizamos entrevistas com os gestores do programa, formados pelos coordenadores e supervisores dos cursos técnicos atendidos pelo PRONATEC da área da indústria do IFCE nos campi pesquisados, perfazendo um total de oito participantes. Para melhor compreendermos e interpretarmos as percepções dos alunos e gestores utilizamos uma abordagem qualitativa. Apresenta-se como hipótese geral que esta política de governo para a educação profissional, por meio do PRONATEC, com a promessa de qualificar milhões de jovens e inseri-los no mercado de trabalho, não proporcionou de fato a inserção destes estudantes no mercado de trabalho. Talvez com os conhecimentos adquiridos, uma pequena minoria poderá conseguir um emprego na área do curso ou correlata, que lhes proporcione alguma melhoria na condição socioeconômica. Com os dados obtidos, foi possível fazermos uma análise crítica destas percepções e, consequentemente, compreendermos que esta política de governo promoveu uma educação com foco em uma formação estreita, precarizada, fragmentada e desarticulada com a educação básica, alinhada aos interesses do modo de produção capitalista, para os jovens da classe trabalhadora, não conseguindo, de fato, fazer a ponte destes(as) estudantes com o mercado de trabalho. Desta forma, é importante que se ofereça uma formação integral ao ser humano, tendo como base a educação politécnica, pensada por Marx e complementada por Gramsci na Escola unitária, em vez de uma educação dualista imposta pelo sistema político dominante, a fim de proporcionar a formação geral, omnilateral, emancipadora e cidadã a todos, independentemente da classe a que pertençam, com a possibilidade de vislumbrar uma nova realidade social.
This doctoral thesis has as its object of study, the national program of access to Technical Education and Employment (PRONATEC) in education of young people in Ceará state. We aim to understand and analyze the performance of this government policy regarding the impacts of socio-economic-educational career of students served by the Program at Federal Institute of Education, Science and Technology of Ceará - (IFCE), on the campuses of Fortaleza and Maracanaú, in courses in area of industry. The empirical research had, as its methodological framework, application of a questionnaire to 43 students of those campuses during the course and, in a second phase, we performed interviews with 40 former students, who had participated first stage, after two years they had finished course. We also carried out interviews with managers of the Program who were coordinators and supervisors of technical courses attended by PRONATEC in industrial field at IFCE on campuses surveyed, summing up a total of eight participants. To better understand and interpret perceptions of students and managers, we used a qualitative approach. It is presented a general hypothesis that this government policy for professional education, through PRONATEC, before the promise of qualifying millions of young people and inserting them into the labor market, did not provide, in fact, insertion of such students in job market. Perhaps, with the knowledge acquired, a small minority might get a job in the area of the course or in a related field, which may give them some improvement in socioeconomic condition. With the data obtained, it was possible to make a critical analysis of those perceptions and, consequently, we understand that this policy of government promoted a narrow, precarious, fragmented and disarticulated education to working class youth as far as basic education is concerned. It is also aligned to interests of capitalist system of production and it is not able to actually insert those students in labor market. In this way, it is important to provide an integral formation of human being, having as its basis, the polytechnic education, conceived by Marx and complemented by Gramsci in Unitarian School, instead of a dualistic education imposed by a dominant political system, so as to provide a general, citizen, omnilateral and emancipative education to all, regardless of class, with the possibility of envisioning a new social reality.
This doctoral thesis has as its object of study, the national program of access to Technical Education and Employment (PRONATEC) in education of young people in Ceará state. We aim to understand and analyze the performance of this government policy regarding the impacts of socio-economic-educational career of students served by the Program at Federal Institute of Education, Science and Technology of Ceará - (IFCE), on the campuses of Fortaleza and Maracanaú, in courses in area of industry. The empirical research had, as its methodological framework, application of a questionnaire to 43 students of those campuses during the course and, in a second phase, we performed interviews with 40 former students, who had participated first stage, after two years they had finished course. We also carried out interviews with managers of the Program who were coordinators and supervisors of technical courses attended by PRONATEC in industrial field at IFCE on campuses surveyed, summing up a total of eight participants. To better understand and interpret perceptions of students and managers, we used a qualitative approach. It is presented a general hypothesis that this government policy for professional education, through PRONATEC, before the promise of qualifying millions of young people and inserting them into the labor market, did not provide, in fact, insertion of such students in job market. Perhaps, with the knowledge acquired, a small minority might get a job in the area of the course or in a related field, which may give them some improvement in socioeconomic condition. With the data obtained, it was possible to make a critical analysis of those perceptions and, consequently, we understand that this policy of government promoted a narrow, precarious, fragmented and disarticulated education to working class youth as far as basic education is concerned. It is also aligned to interests of capitalist system of production and it is not able to actually insert those students in labor market. In this way, it is important to provide an integral formation of human being, having as its basis, the polytechnic education, conceived by Marx and complemented by Gramsci in Unitarian School, instead of a dualistic education imposed by a dominant political system, so as to provide a general, citizen, omnilateral and emancipative education to all, regardless of class, with the possibility of envisioning a new social reality.
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Palavras-chave
Educação profissional, PRONATEC, Política pública educacional, Professional education, Educational policy