A visão do ensino técnico-profissional português: evolução histórica das medidas e rupturas

Abstract

<jats:p>Hermeneuticamente, e na perspectiva histórico-educativa, o texto aborda a evolução do ensino técnico-profissional em Portugal desde o fim do século 18. Analisa as medidas e decisões legislativas que visavam implementar o ensino profissional. Todo o percurso do ensino profissional caracterizou-se por uma série de avanços e recuos, ligados à evolução política do país. Ao seu início promissor, com Marquês de Pombal, seguiu-se um forte impulso no século 19, mas posto em xeque durante as convulsões liberais e a 1ª República. No Estado Novo, foi destinado às classes desfavorecidas, o que conduziu à sua estigmatização. </jats:p>

Designing vocational training policies in an outermost European region: Highlights from a participatory process

“…After the April Revolution of 1974, technical education was extinguished and secondary education unified, leading to a clear distinction between secondary and vocational education, in which the former is valued and the latter marginalized, generating social divisions, and inequality of opportunities (Martins and Martins, 2016). In the public sphere, VET became the last resort for those who did not have the opportunity to access a higher educational level than primary education.…”

“…During the Portuguese dictatorship regime (1933–1974), specifically in the 1950s, when primary education was the only offer for the majority of the population, the national educational offer was divided in secondary schools and industrial or commercial schools, which had different targets, according to students’ socio-cultural backgrounds. The first was intended to the middle/upper classes, and the second to the underprivileged classes, being prominently practical (Martins and Martins, 2016). Until the April Revolution of 1974, this education modality was reinforced and subject to several restructurings, developing public policies based on the need to ensure economic development, framed in a logic of access to post-primary education, specifically, to a path of secondary education differentiated from the high school education, and without the possibility of continuing studies in higher education (Grácio, 1998; Martins and Martins, 2016).…”

“…The first was intended to the middle/upper classes, and the second to the underprivileged classes, being prominently practical (Martins and Martins, 2016). Until the April Revolution of 1974, this education modality was reinforced and subject to several restructurings, developing public policies based on the need to ensure economic development, framed in a logic of access to post-primary education, specifically, to a path of secondary education differentiated from the high school education, and without the possibility of continuing studies in higher education (Grácio, 1998; Martins and Martins, 2016). The most enrolled in vocational education were the most disadvantaged classes, fostering a marked stigmatization of this education pathway (Martins and Martins, 2016).…”

“…In the public sphere, VET became the last resort for those who did not have the opportunity to access a higher educational level than primary education. Additionally, VET was socially perceived as an educational modality almost exclusively dedicated to practical work skills, putting aside cultural and theoretical knowledge (Martins and Martins, 2016). In 1983, vocational education was reintroduced in upper secondary education, in the form of Technical-Professional courses (Diogo, 2016; Martins and Martins, 2016; Normative Order n.º 194-A/83, 1983).…”

“…Additionally, VET was socially perceived as an educational modality almost exclusively dedicated to practical work skills, putting aside cultural and theoretical knowledge (Martins and Martins, 2016). In 1983, vocational education was reintroduced in upper secondary education, in the form of Technical-Professional courses (Diogo, 2016; Martins and Martins, 2016; Normative Order n.º 194-A/83, 1983). Later, in 1984, the Apprenticeship modality become another vocational training possibility, even though it was not formally part of the educational system (Decree-Law n.º 102/84, 1984).…”