A temática das políticas voltadas para Educação Profissional são de extrema relevância na atualidade, fundamentalmente nos marcos da expansão e privatização da mesma. Assim, este artigo tem como objetivo analisar o Plano Nacional de Educação (PNE) 2001-2010, e o Plano Nacional de Educação (PNE) 2014-2024, com foco na expansão e privatização da Educação Profissional. Esse artigo utilizou-se da pesquisa bibliográfica e documental. Para tanto, analisaremos dados do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), Leis, documentos oficiais, relacionando com estudiosos como, Ciavatta (2013) Dourado (2010), Souza (2006), e Moura (2014), que nos auxiliaram na fundamentação deste trabalho, bem como nas relações estabelecidas entre o PNE 2001-2010, o PNE 2014-2024 e a Educação Profissional no Brasil. A partir disso, o artigo encontra-se estruturado da seguinte forma: inicialmente, será apresentada a concepção de política pública adotada; em seguida, se discutirá as relações entre o Plano Nacional de Educação 2001-2010, o Plano Nacional de Educação 2014-2024, e o processo de expansão e privatização da Educação Profissional. Finalmente, serão tecidas algumas considerações finais sobre a temática. Diante da pesquisa, observamos como resultado que, tanto o PNE 2001-2010, como o PNE 2014-2024, favoreceram, e coadunaram e/ou coadunam com o processo de expansão da Educação Profissional no Brasil.
RESUMOEste artigo tem como finalidade desvelar a essência dos objetivos do Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec) e suas relações com a expansão, a privatização e a qualidade da Educação Profissional brasileira. Para a análise, adotamos como categorias teóricas a historicidade, a totalidade e a contradição, visando uma melhor compreensão do objeto de estudo. As categorias empíricas são a expansão, a privatização e a qualidade da Educação Profissional. Os resultados do estudo demonstram que há uma relação estreita entre o processo de expansão e a privatização da Educação Profissional por meio, principalmente, do Pronatec, pois há elevada oferta de matrículas através das parcerias público privadas com oferta abundante de cursos de curta duração e de baixa complexidade, que sinalizam para a dinamização de um mercado do campo da Educação Profissional e para a baixa qualidade dos cursos proporcionados à população pouco escolarizada. PALAVRAS-CHAVE:Pronatec, Expansão da Educação Profissional, Privatização da Educação Profissional, Qualidade da Educação Profissional. NATIONAL PROGRAM FOR ACCESS TO TECHNICAL EDUCATION AND WORK (PRONATEC): EXPANSION AND PRIVATIZATION OF PROFESSIONAL EDUCATION ABSTRACTThis article aims to unveil the essence of the objectives of the National Program for Access to VocationalEducation and Employment (Pronatec) and its relations with the expansion, privatization and the quality of Brazilian Professional Education. The analysis used as theoretical categories: historicity, totality and contradiction. It directed to better comprehension of the study. The empirical categories are the expansion, privatization and the quality of Professional Education. The results demonstrate that there is a narrow relation between the process of the expansion and the privatization of the Professional Education through, mainly, Pronatec. Thus, there is a high number of enrolment opportunities via public/private partnerships. Also, there is an abundant offer for short-term and low-complexity courses that point to the promotion of a market for the Professional Education and the low-quality courses provided for the population with a low-level of education.
RESUMO PALAVRAS-CHAVE: Práticas Pedagógicas, Ensino Médio Integrado, Formação Humana Integral INTEGRATED HIGH SCHOOL EDUCATION AND PEDAGOGICAL PRACTICES: APPROACHES TO AN INTEGRAL HUMAN FORMATION ABSTRACTThe Integrated School Education is a basic step that from the Decree No. 5.154 / 2004 returns to the Brazilian legal reality in an attempt to integrate human development with professional training ensuring a comprehensive training for the subjects. Therefore, this article central themes are Integrated School and Integrators Pedagogical Practices developed after the decree by the year of 2014. This research aims to analyze the proposals of integrative teaching practices that enable the achievement of Integrated Education on finishing basic education. It was carried out a literature research and a theoretical dialectical historical materialism was used in order to make a detailed and critical analysis of the context studied interpreting reality and pointing out possibilities of an integral human formation. From this study it was found that the integrated high school is a challenge and that the pedagogical view and social project that is believed and standed for.
RESUMO PALAVRAS-CHAVE: Práticas Pedagógicas, Ensino Médio Integrado, Formação Humana Integral INTEGRATED HIGH SCHOOL EDUCATION AND PEDAGOGICAL PRACTICES: APPROACHES TO AN INTEGRAL HUMAN FORMATION ABSTRACTThe Integrated School Education is a basic step that from the Decree No. 5.154 / 2004 returns to the Brazilian legal reality in an attempt to integrate human development with professional training ensuring a comprehensive training for the subjects. Therefore, this article central themes are Integrated School and Integrators Pedagogical Practices developed after the decree by the year of 2014. This research aims to analyze the proposals of integrative teaching practices that enable the achievement of Integrated Education on finishing basic education. It was carried out a literature research and a theoretical dialectical historical materialism was used in order to make a detailed and critical analysis of the context studied interpreting reality and pointing out possibilities of an integral human formation. From this study it was found that the integrated high school is a challenge and that the pedagogical view and social project that is believed and standed for.
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