Políticas de formação de professores para a educação profissional e tecnológica do instituto federal do Paraná (2008-2018): cadeias produtivas e politecnia

Abstract

The purpose of this thesis was to investigate teacher training politics for vocational and technological education. The research sought to answer the policies that have been competing for the training of teachers working in vocational and technological education, in view of the interests of capital and / or labor in the context of productive restructuring. Thus, the core issue of this thesis is: what training has attended the politics of teacher training in the professional and technological education of the Federal Institute of Paraná, in the context of disputes for a polyvalent and polytechnic education? The research was treated according to the theoretical-methodological assumptions of historical-dialectical materialism and procedures of bibliographic research, documentary and quiz. To elucidate the problematic and the objectives, we made an incursion for the academic productions; (1998), Lula (5,154 / 2004) and Dilma (nº 8.268 / 2014), pointing out their dilemmas for vocational and technological education as well as institutional Ministry of Education (MEC) and the Secretariat of Professional and Technological Education (SETEC), as well as the internal documents of the Federal Institute of Paraná to capture the policies determined in this arena. We work on the analysis of public examinations for teaching, published by IFPR (2010-2016), and analyzed the profile of teachers approved in these edicts. Because of the research, it is evident that the legal-institutional frameworks point to the possibility of Professional and Technological Education, in the assumptions of Politecnia, safeguarding the disputes and possible consensus that these documents express in the relation capital and labor, which make them often ambiguous. The calls for tenders were closely related to the development policies of the federal government in the country, namely with the Industrial Policy (FHC, Lula and Dilma), which imposed the concept of Local Productive Arrangements (APLs), that is, the productive chains. The study made it possible to point out that the thesis that is defended is: The policies of teacher education for professional and technological education have attended the polyvalence and ambiguously pointed to the possibility of polytechnics, announced but not implemented, and that teachers who responded to the questionnaire recognize that their initial training did not prepare them for the complex development of the relation Work and Education and question institutional policies of professional and technological training and that they defend a polytechnic formation.