Políticas públicas para educação profissional no Brasil: uma análise sobre a concepção, execução e gestão do Pronatec no âmbito da Bolsa-Formação (2011-2018)

• Ano de defesa: 2019
• Autor(a) principal: Carvalho, Ártemis Barreto de
• Orientador(a): Jesus, Sônia Meire Santos Azevedo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação e Estado; Ensino profissional; Planejamento político; Trabalho; Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec); Bolsa-Formação; Políticas públicas; Educação profissional
• Palavras-chave em Inglês: Work; Public policy; Professional education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11836

Professional Education is a social and universal phenomenon in the history of humanity, the Brazilian legislation advocates its transversality in the different levels and educational modalities, ensuring that its scope must include beyond the dimension of Work - science and technology. The law also provides that it is the duty of the State to offer it free of charge as an instrument for the socioeconomic and cultural emancipation of the individual who opts for it. However, the system of capitalist development, dictated by international organizations, has idealized professional education as a strategic for the formation of wage labor in order to meet the interests of the capital market, justified by the need to generate employment and income, as well as by the commercial eminence of competitiveness, which has greatly contributed to the increase of social inequalities. In this direction, the neoliberal policy that has been installed in Brazil since the government of Fernando Henrique Cardoso and which has been perpetuating until today - whose ideology is the diminishing role of the State under the most socioeconomic impact folders, seems to have started in 2011, in the management of then-President Dilma Rousseff, his coup under Professional Education, when the National Program of Access to Technical Education and Employment (Pronatec) was created, which, through the action called "Bolsa-Formação", began to finance - with public resources, the provision of basic and medium-level professional training courses, through private initiative, which has been the subject of constant denunciations about its mercantile, privatist and technical character. In view of the above, this study addresses issues directly related to the Public Policies of Vocational Education in Brazil, and more specifically, Pronatec within the scope of the Bolsa-Formação (2011 to 2018). Thus, we sought to analyze the contradictions and implications that exist between the official discourse and the concrete reality that permeate the conception, execution and management of Pronatec / Bolsa-Formação, in defense of a free, polytechnical and quality public education , capable of guaranteeing to the Brazilian citizen his right of insertion in the world and not in the labor market. Methodologically, we opted for the exploratory research of a qualitative approach with descriptive and analytical procedures, anchored in the epistemological theory of Historical and Dialectical Materialism, whose origin refers to the study of current phenomena under the aegis of sociocultural, economic and political aspects. To support the research, bibliographical and documentary analyzes were carried out - official and extra official, as well as the crossing and interpretation of data collected from queries to electronic systems and addresses aimed at the research object. As a result, the research found that Pronatec/Bolsa-Formação was conceived under the neoliberal ideology of Merchantilization and Outsourcing of Vocational Education, having as protagonist for the materialization of such practices the "S" System. Despite the large numbers reported, the execution of the Pronatec / Bolsa-Formação did not effectively fulfill the goals and objectives established in the legislation, nor did its management, which, justified by the lack of human and logistical resources, greatly contributed to the precariousness and dismantling of Vocational Education public, free, polytechnic and quality in the period studied.