A trajetória do Pronatec: avaliando a implementação do programa (2011-2017)
The object of this study is the National Program of Access to Technical Education and Employment (Pronatec). This Program was created by Law No. 12,513 of October 2011 with the following objectives, explicited at the official documents: expanding and internalizing the policy of professional and t...
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Pronatec Avaliação Trajetória Dualidade CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Pronatec Avaliação Trajetória Dualidade CNPQ::CIENCIAS HUMANAS::EDUCACAO Silva, Danilma de Medeiros A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
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The object of this study is the National Program of Access to Technical Education and
Employment (Pronatec). This Program was created by Law No. 12,513 of October 2011 with
the following objectives, explicited at the official documents: expanding and internalizing the
policy of professional and technological education in Brazil; stimulate the articulation of this
policy with the generation of work policies, employment and income; and broaden the
educational opportunities of workers. In addition to these objectives, the Program also officially
proposed to improve the quality of secondary education. In order to fulfill these objectives,
Pronatec offers courses of Initial and Continuous Training of Workers (FIC) and concomitant
technical courses. Therefore, the research consisted in an evaluation of this Program, based on
the data from 2011 to 2017, whose proposal was to investigate the fulfillment of its objectives
and goals, as well as to elucidate the implications of this implementation. Regarding the
theoretical and methodological contribution, we worked mostly with three fields of academic
literature. From the method point of view, it was based on the Marxist dialectical method.
Regarding the field of the object of study, Pronatec was placed in public policies, particularly
in professional education policy and considering the moment of the current development of the
Program was also used the academic literature referring to high school. Finally, the evaluation
of the process in public policies was adopted as theoretical foundation. The general categories
of analysis, based on the dialectical method, aimed to assess: the program’s contradictions
(HARVEY, 2016) and transformations (LEVEFBRE, 2009). As some of the results of the
evaluation, Pronatec's trajectory has occurred in three moments: the first one, which goes from
the creation of the program in 2011 to the 2014 presidential elections, in which the contribution
to fulfill the function of legitimization of the Capitalist State through the majority offer of FIC
courses is highlighted. The second came after the re-election of President Dilma Vana Roussef
until the beginning of the impeachment coup (2015-2016), in which the decline in the program's
supply is perceived; and the third time, from 2017 onwards, on which the emphasis is placed
on the Reform of high school and the offer of Mediotec (technical courses) as a basis for the
implementation of the aforementioned Reform. At this particular moment, it is observed that
the Capitalist State has contributed greatly to capitalist accumulation. From the implementation
data of Pronatec it is possible to be contacted that the Program is directed to ensure the
reproduction of the capitalist system. In this sense, the main ideological manifestation is based
on economicism and the conception of education centered on fragmented formation to the
detriment of the one that makes possible the ommilateral formation, through the integration between education, work, science and technology. At the face of this evidence, a stronger
expansion of the structural duality of education is consolidated in the program's current
trajectory. |
| author2 |
Souza, Lincoln Moraes de |
| author_facet |
Souza, Lincoln Moraes de Silva, Danilma de Medeiros |
| format |
doctoralThesis |
| author |
Silva, Danilma de Medeiros |
| author_sort |
Silva, Danilma de Medeiros |
| title |
A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
| title_short |
A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
| title_full |
A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
| title_fullStr |
A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
| title_full_unstemmed |
A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) |
| title_sort |
trajetória do pronatec: avaliando a implementação do programa (2011-2017) |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/27073 |
| work_keys_str_mv |
AT silvadanilmademedeiros atrajetoriadopronatecavaliandoaimplementacaodoprograma20112017 AT silvadanilmademedeiros trajetoriadopronatecavaliandoaimplementacaodoprograma20112017 |
| _version_ |
1773965843946799104 |
| spelling |
ri-123456789-270732019-05-26T06:17:49Z A trajetória do Pronatec: avaliando a implementação do programa (2011-2017) Silva, Danilma de Medeiros Souza, Lincoln Moraes de Henrique, Ana Lúcia Sarmento Cabral Neto, Antonio Garcia, Luciane Terra dos Santos Lima, Marcelo Queiroz, Maria Aparecida de Araújo, Ronaldo Marcos de Lima Pronatec Avaliação Trajetória Dualidade CNPQ::CIENCIAS HUMANAS::EDUCACAO The object of this study is the National Program of Access to Technical Education and Employment (Pronatec). This Program was created by Law No. 12,513 of October 2011 with the following objectives, explicited at the official documents: expanding and internalizing the policy of professional and technological education in Brazil; stimulate the articulation of this policy with the generation of work policies, employment and income; and broaden the educational opportunities of workers. In addition to these objectives, the Program also officially proposed to improve the quality of secondary education. In order to fulfill these objectives, Pronatec offers courses of Initial and Continuous Training of Workers (FIC) and concomitant technical courses. Therefore, the research consisted in an evaluation of this Program, based on the data from 2011 to 2017, whose proposal was to investigate the fulfillment of its objectives and goals, as well as to elucidate the implications of this implementation. Regarding the theoretical and methodological contribution, we worked mostly with three fields of academic literature. From the method point of view, it was based on the Marxist dialectical method. Regarding the field of the object of study, Pronatec was placed in public policies, particularly in professional education policy and considering the moment of the current development of the Program was also used the academic literature referring to high school. Finally, the evaluation of the process in public policies was adopted as theoretical foundation. The general categories of analysis, based on the dialectical method, aimed to assess: the program’s contradictions (HARVEY, 2016) and transformations (LEVEFBRE, 2009). As some of the results of the evaluation, Pronatec's trajectory has occurred in three moments: the first one, which goes from the creation of the program in 2011 to the 2014 presidential elections, in which the contribution to fulfill the function of legitimization of the Capitalist State through the majority offer of FIC courses is highlighted. The second came after the re-election of President Dilma Vana Roussef until the beginning of the impeachment coup (2015-2016), in which the decline in the program's supply is perceived; and the third time, from 2017 onwards, on which the emphasis is placed on the Reform of high school and the offer of Mediotec (technical courses) as a basis for the implementation of the aforementioned Reform. At this particular moment, it is observed that the Capitalist State has contributed greatly to capitalist accumulation. From the implementation data of Pronatec it is possible to be contacted that the Program is directed to ensure the reproduction of the capitalist system. In this sense, the main ideological manifestation is based on economicism and the conception of education centered on fragmented formation to the detriment of the one that makes possible the ommilateral formation, through the integration between education, work, science and technology. At the face of this evidence, a stronger expansion of the structural duality of education is consolidated in the program's current trajectory. O objeto deste estudo é o Programa Nacional de Acesso ao Ensino Técnico e ao Emprego (Pronatec). Tal Programa foi criado pela Lei n° 12.513, de outubro de 2011, com os objetivos, explícitos nos documentos oficiais, de: expandir e interiorizar a política de educação profissional e tecnológica no Brasil; estimular a articulação dessa política com as políticas de geração de trabalho, emprego e renda; e ampliar as oportunidades educacionais dos trabalhadores. Além desses objetivos, o Programa também se propôs oficialmente a melhorar a qualidade do ensino médio. Para cumprir esses objetivos, o Pronatec oferta cursos de Formação Inicial e Continuada de Trabalhadores (FIC) e cursos técnicos concomitantes. Diante disso, a pesquisa consistiu numa avaliação de processo desse Programa, a partir dos dados de implementação de 2011 a 2017, cuja proposta foi investigar o cumprimento dos seus objetivos e metas, como também elucidar as implicações dessa implementação. No que se refere ao aporte teórico e metodológico, trabalhou-se predominantemente com três campos da literatura acadêmica. Do ponto de vista do método, fundamentou-se no método dialético marxista. No tocante ao campo do objeto de estudo, o Pronatec foi situado nas políticas públicas, particularmente na política de educação profissional e, considerando o momento do atual desenvolvimento do Programa, também se utilizou a literatura acadêmica referente ao ensino médio. Por fim, adotou-se como fundamentação teórica a avaliação de processo em políticas públicas. As categorias gerais de análise, com base no método dialético, vislumbraram analisar: as contradições (HARVEY, 2016) e as transformações (LEVEFBRE, 2009) do Programa. Como alguns dos resultados da avaliação, tem-se que a trajetória do Pronatec ocorre em três momentos: o primeiro, que vai da criação do programa em 2011 às eleições presidenciais de 2014, no qual se destaca a contribuição para o cumprimento da função de legitimação do Estado Capitalista por meio da oferta majoritária dos cursos FIC. O segundo concretizado após a reeleição da Presidenta Dilma Vana Roussef até o início do golpe com o impeachment (2015- 2016), em que se percebe o declínio na oferta do Programa; No terceiro momento, de 2017 em diante, a ênfase se coloca na Reforma do ensino médio e na oferta do Mediotec (cursos técnicos) como base para a implementação da referida Reforma. Nesse momento em particular, observase que o Estado Capitalista vem contribuindo sobremaneira para a acumulação capitalista. A partir dos dados de implementação do Pronatec, é possível constatar que o Programa se direciona para assegurar a reprodução do sistema capitalista. Nesse sentido, a principal manifestação de cunho ideológico assenta-se no economicismo e na concepção de educação centrada na formação fragmentada, em detrimento daquela que possibilita a formação ommilateral, por meio da integração entre educação, trabalho, ciência e tecnologia. Diante dessas evidências, consolida-se um maior acirramento da dualidade estrutural da educação na trajetória atual do programa. 2019-05-13T19:01:24Z 2019-05-13T19:01:24Z 2019-02-26 doctoralThesis SILVA, Danilma de Medeiros. A trajetória do Pronatec: avaliando a implementação do programa (2011-2017). 2019. 215f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/jspui/handle/123456789/27073 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |