A identidade dos Institutos Federais de Educação: o velho resiste em morrer e o novo não consegue nascer

• Ano de defesa: 2023
• Autor(a) principal: Rocha, João Antonio
• Orientador(a): Nosella, Paolo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Instituto federal; Educação profissional; Escola politécnica; Escola unitária
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/19055

The Federal Institutes of Education Science and Technology are part of a process of reordering and reconfiguring professional education, initiated by President Luís Inácio Lula da Silva after the sanction of Decree No. 5,154/2004, replacing that of No. 2,208/1997, previously sanctioned by former President Fernando Henrique Cardoso. This thesis, based on a theoretical-critical analysis of the policy for professional education that permeated the Lula/Dilma governments (2003-2016), has as its main objective to investigate and analyze the process of construction of the identity of the Federal Institutes from the understanding of their political-pedagogical dilemmas. With regard to the theoretical methodological procedure, initially, it was sought to elaborate a study on the trajectory of the network of federal technical schools in Brazil, based on the documents, guidelines and legislation that guided the conception of creation of the Federal Institutes. Then, through a bibliographic review associated with the analysis of documentary sources and legal documents, this research aimed to understand the plot that hides behind the educational policies that historically direct the poorest young people to vocational high school. It was found, therefore, that, in order to better understand the faces of the crisis of the Federal Institutes, it is pertinent to identify the dilemmas that have guided the (in) political-pedagogical decisions of the new institutionality of the Federal Institutes.