Conceptions and policies for professional training: paths of technological undergraduate concerning post 2017 educational reforms

Authors

DOI:

https://doi.org/10.14244/198271996128

Keywords:

Fundamentals of vocational and technological education, Educational policies and accelaration, Education and work, Higher technology courses.

Abstract

Faced with the intense debates on the flexibility of technical education integrated into high school and the expansion of professional masters and doctorates, it is urgent to think about the place occupied or could be occupied by technological graduation. This educational modality presents specificities in relation to the baccalaureate and the teaching degree, with technological density, articulation with local development and science, technology and innovation policies being among its guiding concepts. The educational reforms from 2017 brought substantial changes to professional and technological education, culminating in new guidelines for this educational modality. This article studies the paths that are presented for technological graduation, analyzing the mismatch between its guiding conceptions and current policies. It is also about problematizing educational policies that have as assumptions the acceleration of technical and technological training. The study is based on a bibliographic review on EPT policies and Higher Technology Courses in this context. It presents and analyzes legal and institutional documents related to the theme., in addition to bringing elements to problematize the conceptions of technical and technological training contained in state and national guidelines in the face of a logic that emphasizes and favors speed in all social instances, fostering a policy educational acceleration to market.

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Author Biographies

Sueli Soares do Santos Batista, Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) - Unidade de Pós-Graduação

She did postdoctoral work at the Dept. of History and Philosophy of Education at Unicamp's Faculty of Education (2012). She holds a master's degree (1997) and a doctorate in School Psychology and Human Development from the University of São Paulo (2002). She holds a degree in History from USP (1992) and Philosophy from Unicamp (2007). She coordinates the Center for Studies in Technology and Society (NETS-Fatec Jundiaí) and the Group on Fundamentals of Professional and Technological Education linked to graduate studies. She participates in the planning and activities of Fatec Jundiai's Extension and Culture Program (PEC). She is currently a professor and researcher at the Professional Master's Program at the Paula Souza State Center for Technological Education (CEETEPS). She has experience in the field of Education, with an emphasis on Fundamentals of Education, working mainly in the following lines of research: Evaluation of Educational Policies, Concepts and sociocultural contexts of work and technology at the interface with education, Comparative Education, Memory, and History of Education professional and technological. Educational Planning and Education Management and Professional and Technological Education Policies. She is part of the ANPUH-SP Working Group on the History of Childhood and Youth, researching the relationship between youth, education, and work. She is a research professor at the Laboratory of Public Policies and Educational Planning (Unicamp) and at the Collective of Researchers in Educational Policies-COPPE (UNESP). She coordinated a research project on the internationalization of vocational and technological education funded by Fapesp (Process 2018 / 03106-8).

Emerson Freire, Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS)

Emerson Freire holds a PhD in Sociology from the State University of Campinas and in Philosophy from the Université de Paris 1 - Panthéon Sorbonne - France, and completed his master's degree in Scientific and Technological Policy from the State University of Campinas in 2002. He carried out postdoctoral research at the Department of Sociology at Unicamp between 2014 and 2016. Winner of the Rumos Pesquisa Award from Instituto ItaúCultural in national selection, this award is intended to promote researchers in media art. He is currently a professor and researcher at the Masters in Professional Education at the Paula Souza State Center for Technological Education (CEETEPS) and at Fatec Jundiaí, where he coordinates the Center for Studies in Technology and Society (NETS). Since 2003 he has been a researcher at the CTeMe Group (Knowledge, Technology and Market), a group linked to Unicamp. He has experience in the area of ​​Vocational and Technological Education, working on the following topics: technology, education, and society; fundamentals of professional and technological training; art, culture, and technological education. He is interested in the socio-technical relations produced within the scope of artistic productions that thematize or operate with contemporary technologies, having published articles and participated in national and international events on the subject.

References

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Published

2023-08-29

How to Cite

BATISTA, S. S. do S.; FREIRE, E. Conceptions and policies for professional training: paths of technological undergraduate concerning post 2017 educational reforms. Electronic Journal of Education, [S. l.], v. 17, p. e6128049, 2023. DOI: 10.14244/198271996128. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/6128. Acesso em: 15 may. 2024.

Issue

Vol. 17 (2023): Jan./Dec. Continuous publication

Section

Dossier Educational Policies and Post-Covid-19 Formative Perspectives

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