Políticas públicas educacionais e o PROEJA-FIC: interseção entre educação de jovens e adultos e educação profissional

• Ano de defesa: 2013
• Autor(a) principal: Medeiros, Edna Alves Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Políticas públicas; Educação de jovens e adultos; Educação profissionalizante; Neoliberalismo; Educação de adultos; Ensino profissional; Educação - Aspectos políticos; Public policies; Adults and young people education (EJA); Professional education; Neoliberalism; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13649; https://doi.org/10.14393/ufu.te.2013.83

This thesis is the result of a document and bibliographical research focused on public policies for formal education destined to young and adults, mostly workers who could not afford either access or permanence in school at appropriate age. The main objective was to analyze the process of implementing the National Program for Professional Education Integration at Basic Education level for Adults and Young People in a continuing perspective along with the Elementary level of education called PROEJA-FIC, a project in action in Brazil since the Federal Decree number 5.840 approved on 13th of July, 2006.The type of professional education offered at this schooling stage for young people and adults equals training focused on basic activities of production, with greater emphasis on the service sector, such as, for example, the techniques of food safety activities aimed at baking and food preservation. It is evident the compensatory nature of such government action addressed to those who are outside the production process due to the shortage of basic education, which is, in contemporary, post-Fordist society consolidating a new pattern of accumulation and regulation, indispensable to achieve higher levels in the labor market. The theoretical framework, which has led us to document analysis and guided our activities, as well as our reading of Brazilian historiography, was the historical and dialectical materialism, which, adopted as method, has enabled us to confront the state initiatives with social reality. Along the way, we have found that the dialectical play serves the capitalist system by including and excluding when the school as institution gives expression to the synthesis brought by the system. In a broad perspective, the Brazilian state has been managing, through various institutional mechanisms, to apply molar exclusion and molecular inclusion at the same time. However, with this work, we aim to draw attention to this capitalist/neoliberal logic, by pointing out, therefore, to the urgent need for changes in the formal sphere of education, so that years of schooling are not only prior years of preparation for a job.