Educação para o trabalho e escola em tempo integral: análise da formação oferecida aos jovens no Ensino Médio no estado de São Paulo
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Data
2019-02-22
Autores
Paes, Marcela Soares Polato
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo propõe refletir sobre o modo como a categoria trabalho está presente em uma política pública de educação para o Ensino Médio Brasileiro, a partir da proposta do Programa Ensino Integral (PEI), desenvolvido no Estado de São Paulo. Busca identificar e analisar como a categoria “Trabalho” é contemplada na proposta desse programa e sua relação com os fundamentos teóricos e metodológicos que normatizam a formação para o trabalho nele. Além disso, analisa a relação da proposta da disciplina Projeto de Vida oferecida no PEI com o modo como a categoria “trabalho” é contemplada nela. Resulta de uma pesquisa de natureza qualitativa, bibliográfica e documental na qual foram utilizados como instrumentos de coleta de dados a pesquisa documental e realização de entrevistas semiestruturadas com docentes que atuam nesse programa acima mencionado. O presente trabalho contempla, ainda, o panorama geral relativo às pesquisas que vêm sendo desenvolvidas sobre a temática abordada, visando delimitar o objeto deste estudo e contribuir para o avanço das pesquisas referentes à educação e trabalho, bem como para o aprofundamento teórico da área. Como principais resultados salienta-se que o presente estudo defende que oferecer educação pública de qualidade é papel do estado e resultado de um projeto de nação comprometido com a transformação social. Entretanto, instituições de cunho privado vêm buscando introduzir-se no campo educacional, participando da formulação e implantação e políticas educacionais sob a perspectiva do modo de acumulação capitalista em sua configuração atual e, nesse contexto, a relação entre trabalho e educação vem se intensificando de um modo que assimila a ótica do modelo de acumulação vigente no sistema produtivo e, com isso, desvirtua os percursos que precisam ser empreendidos pelo estado na busca de uma educação de efetiva qualidade. Tal fato foi observado no âmbito do programa analisado nesta tese, cuja análise demonstrou que, embora expresse preocupação com o destino dos jovens educandos, elenca propostas que desconsideram aspectos relevantes oriundos do contexto social, político e econômico, que influencia suas trajetórias de vida e os responsabiliza, individualmente, por seu sucesso ou fracasso. Tal circunstância se mostrou um equívoco na medida em que é relevante e essencial para a educação integral dos jovens ampliar suas oportunidades formativas e não as restringir ou consolidar processos excludentes. Desse modo, e a partir das constatações e reflexões aqui apresentadas, a presente pesquisa busca contribuir para pensar uma proposta crítica de formação para o trabalho, comprometida com emancipação dos estudantes que frequentam as escolas públicas.
The present study proposes to reflect on how the work category is present in a public education policy for the Brazilian High School, based on the proposal of the Integral Education Program (PEI), developed in the São Paulo state/Brazil. It seeks to identify and to analyze how the category "work" is contemplated in the proposal of this program and its relationship with the theoretical and methodological foundations that normalize the formation for the work in its program. In addition, this study analyzes the relationship between the proposals of the discipline named “Project of Life” offered by the PEI proposal, with how the "work" category is contemplated in it. The present thesis results from a research of a qualitative, bibliographic and documentary nature in which the documentary research and semi-structured interviews with teachers who work in this program was used as instruments of data collection. This work also contemplates the general panorama regarding the researches that have been developed about the thematic of with this study, aiming to delimit the object of this research and to contribute with the progress of researches related with the “education and work” area. As main results, is important to highlight that the present study argues that providing quality public education is the role of the State and the result of a nation project committed to social transformation. However, private institutions have been wished to join with the educational field, participating in the public policies formulation, what is done from the perspective of the capitalism in its current configuration. This circumstance can be a problem when, in this context, the relationship between work and education is intensified prioritizing the economic demands of this system instead of valuing human formation in an integral perspective and turning its actions towards human emancipation. This fact was observed in the scope of the program analyzed in this thesis showing that this occurrence can be a mistake consolidating exclusionary processes. In this way, based on the reflections presented here, this research seeks to contribute to think about a critical proposal of youth education, committed with It’s the emancipation and social transformation.
The present study proposes to reflect on how the work category is present in a public education policy for the Brazilian High School, based on the proposal of the Integral Education Program (PEI), developed in the São Paulo state/Brazil. It seeks to identify and to analyze how the category "work" is contemplated in the proposal of this program and its relationship with the theoretical and methodological foundations that normalize the formation for the work in its program. In addition, this study analyzes the relationship between the proposals of the discipline named “Project of Life” offered by the PEI proposal, with how the "work" category is contemplated in it. The present thesis results from a research of a qualitative, bibliographic and documentary nature in which the documentary research and semi-structured interviews with teachers who work in this program was used as instruments of data collection. This work also contemplates the general panorama regarding the researches that have been developed about the thematic of with this study, aiming to delimit the object of this research and to contribute with the progress of researches related with the “education and work” area. As main results, is important to highlight that the present study argues that providing quality public education is the role of the State and the result of a nation project committed to social transformation. However, private institutions have been wished to join with the educational field, participating in the public policies formulation, what is done from the perspective of the capitalism in its current configuration. This circumstance can be a problem when, in this context, the relationship between work and education is intensified prioritizing the economic demands of this system instead of valuing human formation in an integral perspective and turning its actions towards human emancipation. This fact was observed in the scope of the program analyzed in this thesis showing that this occurrence can be a mistake consolidating exclusionary processes. In this way, based on the reflections presented here, this research seeks to contribute to think about a critical proposal of youth education, committed with It’s the emancipation and social transformation.
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Palavras-chave
Trabalho e educação, Educação e emancipação, Ensino integral, Work and education, Education and emancipation, Integral education