A educação profissional no Brasil e os limites e possibilidades da educação integral no ensino médio integrado no IFPR

Abstract

This research aimed to discuss the professional education in Brazil and to investigate the limits and possibilities of an integral education, polytechnic, in the Integrated Higher Education of the Federal Institute of Paraná - IFPR, referenced in data extracted from the institutional documents, Pedagogical Projects of the Courses of Electromechanics and Automation and interviews with students of Campo Largo Campus. It is understood that educational policies cannot be analyzed without observing their relation with historical, social and economic aspects. Therefore, as a method of exposing this research, it is presented how it was constituted and developed the Brazilian social formation and its relationship with the establishment of professional education in Brazil, especially regarding to the historical separation of manual and intellectual work. Such dichotomy determined the educational structure that is a school destined to the intellectual formation and another one to the preparation for the work. As a proposal to overcome this inheritance, the Federal Institutes, through their legal documents, propose the polytechnic education. Polytechnic is the education that advances in overcoming the duality of intellectual and manual teaching. However, it is necessary to perceive its contradictions so that it is possible to outline strategies for the search of alternatives to the current educational model. Considering this reality, this research proposed, through documentary analysis, interviews and theoretical debate, to explore the advances and limits of the integral formation of the Integrated High School of the Federal Institute of Paraná. This work justifies itself by the possibility of assisting in the understanding of the reality of Integrated Higher Education and, in this way, collaborating to make decisions about the possibilities of the Integral Education realization. As a result of the research, it is concluded that, in the practice, there are still many contradictions in the implementation of a polytechnical education, which is endured both by students, who carry with them aspects of Brazilian social formation, and by teachers, who are also rooted in technicist, polyvalent conceptions and the traditional pedagogy.