A política do ensino médio integrado no Espírito Santo e a experiência de sua implantação na Escola Estadual de Ensino Médio Arnulpho Mattos

• Ano de defesa: 2014
• Autor(a) principal: Tartaglia, Leonara Margotto
• 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: Integrated high school; Professional school; Work; Social experience; Ensino médio integrado; Educação profissional; Experiência social; Ensino médio; Ensino profissional; Políticas públicas – Educação; Trabalho; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1330

The subject of this Master's thesis is the Integrated High School Education (EMI) in Espírito Santo State (ES), as well as its trajectory and implementation from Decree 5,154/2004. The main goal of this study is to analyze the policy of high school education integrated to vocational high school education implemented in ES. To investigate public education presupposes to contextualize the society and the social constructions that take place in it. High school in Brazil, as an intermediary step between elementary and higher education, is a complex issue for public policies in terms of its qualitative and quantitative expansion. We pursued the following specific goals: to identify the theoretical and pedagogical assumptions presented in the Pedagogical Proposal of a school unit known as EEEFM Arnulpho Mattos; to analyze its curriculum and pedagogical plan; to make assumptions between the pedagogical design of the course and the educational practices, as reported in meetings with students; to analyze the school’s organization and its political and educational administration when facing the EMI proposal; to link the proposal of EMI, the principle of polytechnics and the students’ reports, and, finally, to map the State’s supply of EMI and its financial investment. In this setting, we identify the relationship between work and education, which places the relationship between school and society in capitalism, especially in high school education. Thus, our hypothesis is that this policy struggles to achieve its goals because its roots follow the logic of a capitalist school, settled in the perspective of Human Capital Theory. Vocational training in high school is a social and historical demand of the working class, whose children need to enter quicker than the children of Brazilian elites into the job market. To research this theme, we employed a qualitative method, which was a case study of EEEFM Arnulpho Mattos. It was based on observation, semi-structured interviews, document analysis, literature review and methodological principles inscribed in the sociology of experience (Dubet, 1994). In articulating these procedures, we find that the integrated high school policy in ES had, at its inception, a well-structured development plan but it got stagnated and, subsequently, characterized by discontinuities. Furthermore, we found that students enter and remain in the course without actually understanding what it means to integrate training between general and technical/professional areas. During the focus groups, we realized that a few meetings were enough to come up with an idea and a differentiated relationship with the social experience of integrated high school, mainly because the subjects are working students. We add up to this that there are initiatives inside this same school regarding the integration between the disciplines of general and technical training but without support or guidance of the management unit, that is, Sedu. The increased supply of EMI took place in the State without investment in training and development of teachers, without tenure and without the necessary infrastructure for training the youth and adult in the ability to understand and to make the difference in the job market.