A política de educação profissional no Espírito Santo : $b a implementação do Pronatec pelo SENAI (2011-2014)

• Ano de defesa: 2017
• Autor(a) principal: Ferreira, Ana Paula Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Professional Education; Human Capital Theory; Public-Private Relationship; Educação profissional; Teoria do capital humano; Relação público-privado; ENAI. Departamento Regional do Espírito Santo.; Programa Nacional de Acesso ao Ensino Técnico e Emprego (Brasil); Capital humano; Ensino profissional; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8600

In this work we analyze how Pronatec's execution in the Senai do Espírito Santo materialized, considering that it was a program that involved large public resources for the private sector. Starting from the conception of work as a historical and ontological form, we are guided by historical-dialectical materialism as a theoreticalmethodological reference. As a research technique, we adopted documentary analysis and interviews. This research has the general objective of describing and analyzing the fundamentals and non-state implementation of the Pronatec Professional Qualification Policy in the State of Espírito Santo from 2011 to 2014, focusing on the implementation of Senai-ES. We could observe that at the national level, there was a predominance of short-term Initial and Continuing Education (FIC) courses, to the detriment of technical courses. On the other hand, in spite of the predominance of the offer of FIC courses at the local level, we perceive in some aspects the quality provided by Senai-ES, mainly in relation to infrastructure, logistics, pedagogical body and access to educational materials and everything Know-how of Senai-ES. However, we see how the logic of human capital theory is articulated to the discourse of employability. We also noticed how the public sector appeared only as a way of managing the Policy, most of which was carried out by the private sector. Although this Program had a close relationship with the labor market, which allowed for some professional insertion of the graduates, the number of evasion was very high. We believe that these programs can serve as a currency of political and financial exchange, and the state pays dearly for a fragmented and alienating professional education, incapable of integral and emancipatory formation. In this context, we reaffirm that, in the context of the global crisis, it is part of the logic of solving the problem of training for the market through the creation of the training market.