Influência do Processo de Bolonha nos institutos federais (Brasil) e nos institutos politécnicos (Portugal): análise crítica do processo formativo dos cursos de agronegócio
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2020-03-27
Autores
Silva, Guery Tã Baute e
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Universidade Estadual Paulista (Unesp)
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Para lidar com um cenário de complexos processos produtivos, cada vez mais técnicos e competitivos, surgiu a necessidade de uma expansão do ensino superior com o viés operacional, pronto a satisfazer as necessidades do mercado. Com o argumento de combater às desigualdades e aumentar a competitividade na economia global, a Europa consolidou suas políticas educacionais no chamado Processo de Bolonha. Essas políticas educacionais possuem elementos neocolonizadores e sua análise perpassa o debate sobre a colonização do conhecimento e do poder, já que exportam modelos educacionais pautados no eficientismo e no capital humano, não nas particularidades dos países. Dessa forma, em virtude da complexificação do mundo do trabalho, da alta tecnificação da educação e das desigualdades geradas pela fase neoliberal do capitalismo, esse trabalho buscou responder a seguinte questão-problema: como ocorreu a influência do Processo de Bolonha na estruturação das políticas públicas de educação de nível superior tecnológico nos cursos de agronegócio dos Institutos Federais (IF) no Brasil e nos Institutos Politécnicos (IP) em Portugal? À luz desta problemática foi possível estruturar o seguinte objetivo geral: Analisar como o Processo de Bolonha influenciou a estruturação das políticas públicas de educação de nível superior tecnológico nos cursos de agronegócio dos Institutos Federais (IF) no Brasil e nos Institutos Politécnicos (IP) em Portugal. Para o alcance desse objetivo geral, foi necessário a formulação dos seguintes objetivos específicos: Compreender a relação dos processos formativos tecnológicos com o mundo do trabalho contemporâneo; resgatar histórica e teoricamente o Processo de Bolonha; Circunscrever, contextualizando e parametrizando, os cursos tecnológicos de nível superior em agronegócio nos Institutos Federais (Brasil) e Institutos Politécnicos (Portugal). Para isso, foi utilizada como natureza da pesquisa o materialismo histórico-dialético. Tal método possui como natureza de pesquisa a pesquisa interpretativa explicativa. Porém, nesse trabalho, realizamos uma descrição crítica do fenômeno, que é a primeira etapa para realização desse método. Na técnica de coleta de dados, foram utilizadas uma revisão bibliográfica sistemática para auxiliar a estruturação da pesquisa bibliográfica e documental. Além disso, os instrumentos de coletas de dados foram os roteiros de análise dos indicadores sociais, demográficos e econômicos dos estados que mais possuem os cursos e dos países, juntamente com o roteiro de análise dos cursos e currículos. Os dados foram analisados por meio da estrutura do materialismo histórico dialético, da categoria neomarxista do currículo oculto e do software wordart. A pesquisa demonstrou que tanto os IF quanto os IP não só são influenciados por políticas neoliberais advindas do Processo de Bolonha como a integração e as diretrizes da consolidação dessas instituições ocorreram por meio desse processo. Quanto aos os cursos tecnológicos de nível superior de agronegócio nos IF e IP, no que diz respeito aos seus objetivos, perfis profissionais desejados e as disciplinas ofertadas no processo formativo, ficam evidentes maiores tendências técnicas e gerenciais, sendo que em Portugal prevalecem as técnicas e no Brasil as gerenciais. Em contrapartida, disciplinas que abordam questões socioambientais, éticas ou legais ocupam um lugar periférico no processo formativo dos alunos desses cursos.
To deal with a scenario of complex productive processes, which are increasingly technical and competitive, the need for an expansion of higher education arose accompanied by its operational characteristics, ready to satisfy the market’s needs. With the argument of fighting inequalities and increasing participation in the global economy, Europe consolidates its educational policies in the so-called Bologna Process. These educational policies have neocolonizing elements and their analysis surpass the debate on colonization of knowledge and power, since they export educational models guided by efficientism and human capital, not by the particularities of countries. Thus, due to the complexification of the world of work, the high technology of education and the inequalities generated by the neoliberal phase of capitalism, this work seeks to answer the following question: how did the Bologna Process impact on the structuring of public higher education policies of technological agribusiness courses at Federal Institutes (IF) in Brazil and at Polytechnic Institutes (IP) in Portugal? In the light of this problem, it was possible to structure the following general objective: Analyze how the Bologna Process influenced the structuring of public higher education policies of technological courses in agribusiness at the Federal Institutes (IF) in Brazil and at the Polytechnic Institutes (IP) in Portugal. To achieve this general objective, it was necessary to use the following objectives: Understand the relationship between technological processes and the world of contemporary work; rescue historically and theoretically the Bologna Process; To circumscribe, contextualize and parameterize, technological courses of higher level in agribusiness at Federal Institutes (Brazil) and Polytechnic Institutes (Portugal). For this, historical-dialectical materialism was used as the nature of the research. Such method has explanatory interpretive research as its research nature. However, in this work, we carry out a critical description of the phenomenon, which is the first step in carrying out this method.. About the data collection technique, a systematic bibliographic review was used to help structure the bibliographic and documentary research. In addition, the data collection instruments were the itinerary for the analysis of social, demographic and economic indicators of the states that have the most courses by country, which are followed by the itinerary analysis of courses and curricula. The data were analyzed through the structure of the dialectical-historical materialism, the neo-Marxist category of the hidden curriculum and the wordart software. Research has shown that both IF and IP are not only influenced by advanced neoliberal policies of the Bologna Process, but also the integration and the guidelines of these institutions were caused by the process. As for the technological courses of higher education in agribusiness in the IF and IP, concerning their objectives, professional profiles and disciplines offered in the training process, it is evident that there is a greater technical and managerial tendency, so that in Portugal prevails the technical one and in Brazil the managerial one. In contrast, disciplines that address socio-environmental, ethical or legal issues occupy a peripheral place in the training process of students in these courses.
To deal with a scenario of complex productive processes, which are increasingly technical and competitive, the need for an expansion of higher education arose accompanied by its operational characteristics, ready to satisfy the market’s needs. With the argument of fighting inequalities and increasing participation in the global economy, Europe consolidates its educational policies in the so-called Bologna Process. These educational policies have neocolonizing elements and their analysis surpass the debate on colonization of knowledge and power, since they export educational models guided by efficientism and human capital, not by the particularities of countries. Thus, due to the complexification of the world of work, the high technology of education and the inequalities generated by the neoliberal phase of capitalism, this work seeks to answer the following question: how did the Bologna Process impact on the structuring of public higher education policies of technological agribusiness courses at Federal Institutes (IF) in Brazil and at Polytechnic Institutes (IP) in Portugal? In the light of this problem, it was possible to structure the following general objective: Analyze how the Bologna Process influenced the structuring of public higher education policies of technological courses in agribusiness at the Federal Institutes (IF) in Brazil and at the Polytechnic Institutes (IP) in Portugal. To achieve this general objective, it was necessary to use the following objectives: Understand the relationship between technological processes and the world of contemporary work; rescue historically and theoretically the Bologna Process; To circumscribe, contextualize and parameterize, technological courses of higher level in agribusiness at Federal Institutes (Brazil) and Polytechnic Institutes (Portugal). For this, historical-dialectical materialism was used as the nature of the research. Such method has explanatory interpretive research as its research nature. However, in this work, we carry out a critical description of the phenomenon, which is the first step in carrying out this method.. About the data collection technique, a systematic bibliographic review was used to help structure the bibliographic and documentary research. In addition, the data collection instruments were the itinerary for the analysis of social, demographic and economic indicators of the states that have the most courses by country, which are followed by the itinerary analysis of courses and curricula. The data were analyzed through the structure of the dialectical-historical materialism, the neo-Marxist category of the hidden curriculum and the wordart software. Research has shown that both IF and IP are not only influenced by advanced neoliberal policies of the Bologna Process, but also the integration and the guidelines of these institutions were caused by the process. As for the technological courses of higher education in agribusiness in the IF and IP, concerning their objectives, professional profiles and disciplines offered in the training process, it is evident that there is a greater technical and managerial tendency, so that in Portugal prevails the technical one and in Brazil the managerial one. In contrast, disciplines that address socio-environmental, ethical or legal issues occupy a peripheral place in the training process of students in these courses.
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Palavras-chave
Educação, Agronegócio, Neoliberalismo, Agribusiness, Neoliberalism