Maria Ciavatta

A política de educação profissional no Governo Lula: um percurso histórico controvertido

Este artigo analisa as politicas de educacao profissional do Governo Lula em seu percurso controvertido entre as lutas da sociedade, as propostas de governo e as acoes e omissoes no exercicio do poder. Partindo-se da revogacao do Decreto n. 2.208/97, principal regulamentacao da educacao profissional no governo anterior, cujo processo expressa a disputa por hegemonia nesse campo, analisa-se a contradicao da proposta de lei para a educacao profissional, ao inves de retomar o debate sobre a LDB. Posteriormente, analisam-se os programas Escola de Fabrica, Integracao da Educacao Profissional ao Ensino Medio na Modalidade de Educacao de Jovens e Adultos (PROEJA) e Inclusao de Jovens (PROJOVEM). Apesar das declaracoes favoraveis a integracao entre formacao basica e formacao especifica, a politica de educacao profissional processa-se mediante programas focais e contingentes numa travessia marcada por intensos conflitos e no terreno da contradicao.

Perspectivas sociais e políticas da formação de nível médio: avanços e entraves nas suas modalidades

We treat the perspectives for high school education in terms of broader issues that determine them as social totalities. We understand that the educational processes both constitute the society and are constituted by it. We highlight peculiarities of capitalist sociability in dependent countries such as those in Latin America, particularly Brazil. We then present the theoretical concepts and ideologies that confront in the high school proposals in Brazil and some of the biggest disputes in the current educational policies. Our closing remarks stress the barriers, challenges and perspectives.

Vocational Education and Development

The authors begin with the premise that basic general and vocational education are basic necessities in modern societies and that they are inter-related. In areas where basic education is poor, it follows that vocational education is also inadequate. The authors explore the ideas of human capital and the knowledge society and the inequalities formed by the linking of education, vocational education and development. The authors examine the idea that cultural change is required to lead developing countries away from colonialist thinking. They suggest some types of reform necessary in Brazil, the country under their consideration, to assist in gaining greater equity and development.

Os Centros Federais de Educação Tecnológica e o ensino superior: duas lógicas em confronto

As the Federal Centers of Technological Education gradually become higher education institutions the educational meaning they assume requires a definition of which human being we want to form and what purposes education serves. A reflection about the issue of technique, science and technology and their relation to work and education is also needed. Seeking a vision of social totality of the phenomena, in their multiple relations, therefore, in their complexity, we tackle the proposed subject in its historical and political dimension. We first reflect on the meaning of technique and its relation to knowledge, science and technologies. We then approach the terms productive and/or emancipated citizen and the Brazilian social structure, marked by great inequalities. Finally, we raise the issues of universities and production of knowledge and their relation to senior high school and the education of technologists on a higher level.

UNIVERSIDADE, PECADO NATIVO

Ninguem melhor que os artistas, os poetas, para intuir a verdade profunda dos acontecimentos. Assim e que entendo os versos de Belchior e Toquinho que ditos no contexto maior da repressao dos anos 70, aplicam-se ainda hoje a universidade como instância de criacao de conhecimento e de libertacao do ser humano das muitas prisoes a que esta sujeito: “porque o pecado nativo e simplesmente estar vivo, e querer respirar”.[2] O movimento da historia se realiza em um contexto de contradicoes engendradas pelo nao conformismo a tudo que e articulado para aprisionar o espirito. Somente assim se pode entender as lutas pela existencia das universidades publicas em nosso pais.

EMANCIPAÇÃO: A HISTORICIDADE DO CONCEITO E A POLÊMICA NO PROCESSO REAL DA EXISTÊNCIA HUMANA

Neste texto, abordamos a questao da emancipacao que tem sido objeto de polemica nas ciencias humanas e na educacao. Do ponto de visto epistemologico, temos o conceito de “totalidade social” como exigencia de uma visao emancipatoria da exploracao do trabalho e como desafio teorico na producao do conhecimento. O desenvolvimento da historicidade do tema se faz a partir da historia como processo e da historia como metodo, dentro da crise dos referenciais teoricos na sociedade capitalista atual. Remetemos o termo “emancipacao” a alguns autores que tem se ocupado do tema.

O trabalho docente e a produtividade: recuperando marcos fundadores

In this paper, we aim to make a rescue of some historical landmarks founders productivity at work and in education to better understand the logic legitimizes reaching the core of the teaching activity. The advance of the criteria on the productive worker training has its first expressions in the 1940s, even during the dictatorship of the Estado Novo. Firstly, we make a brief presentation of the concept of productivity; after that, some of its founders landmarks in the history of the country are shown, and, lastly, there is a presentation of the particularity of one of these landmarks: the presence of CBAI (Brazilian-American Commission of Industrial Education .)

O regime de colaboração e o ensino médio: uma análise de contexto

By context we mean the set of historical relations that are established around a phenomenon or object of study. The LDB (Law n. 9.394/96) is explicit but succinct about Collaboration (art. 8). First, we address the question of Brazilian society and education, where we highlight three aspects: the socioeconomic inequality, the privatization of education, the quality of public education and entrepreneurship. We start with two assumptions: participatory democracy and the distinction between public and private, and we reflect on the meaning of Collaboration, highlighting education funding and the autonomy of schools and teachers.