A inserção social dos estudantes egressos do Instituto Federal do Paraná (IFPR) e a nova institucionalidade da educação profissional e tecnológica (EPT) no Brasil

Abstract

The object of this thesis is the social insertion and itinerary of students who graduated from the integrated technical secondary education at the Federal Institute of Paraná (IFPR). This object is based on the creation of one of the main recent educational policies: the Federal Institutes of Science and Technology Education (IFs), which under Law 11,898/2008 create the Federal Network of Professional and Technological Education, bring together most of the former CEFETs and other federal technical and agrotechnical schools. In this new format, the 'new institutionality' of Professional and Technological Education (EPT) in Brazil is inaugurated. From this perspective, we evaluated 90 graduate students from 11 IFPR campuses, using questionnaires as a research tool, which allowed us to analyze the impacts of this training on the trajectory of these young people, also observing to what extent the Federal Institutesfulfill their institutional mission and its pedagogical policy, propagated both in its creation law and in other documents. Broadly, we were also interested in observing to what extent, and based on the alumni's diagnosis, the new institutionality of the EPT converges and/or distances itself from a unitary education project for professional education. We take the science of history as a theoretical framework, using the educational thinking in Marx, Engels and Gramsci as a basis. Seminal theoretical categories such as unitary school, polytechnics, omnilateral education, contradiction were used to reflect on the interfaces between education and work, since it is impossible to think about the history of professional and technological education in Brazil detached from the projects of society in dispute and the path dual history of this sector in the context of capitalism in Brazil. It is also imperative to say that there is a historicity of EPT in Brazil, hence the importance of thinking about it from the perspective of the totality of social life. Finally, based on the collected results, we systematized the scope, possibilities, ruptures, continuities, limits and contradictions of this educational policy through the egress trajectories. In conclusion, we observe that within the universe researched, student narratives reveal that most graduates go to higher education courses other than the course taken at the IFPR, they also assert the transformations and impacts of passing through the institution in their trajectories. The contradiction, as the guiding thread of this analysis, concomitantly adduces the possibilities of integration, inclusion and exclusion as a mark of this policy, arising from an equally contradictory State and mode of production, especially in a historical moment of intense transformations in the mode of production that fall on world of work. The perspective of this contradiction, revealed in the student narratives, must be worked, tensioned and problematized in order to search for the institutional identity of the IFPR and, more broadly, the path towards the construction of a unitary and guiding project for the children of workers, already that the school assumes a central place in the construction of hegemony and a unitary society.