Educação profissional e cidadania : desafios da bolsa-formação do PRONATEC

Abstract

This work aims to examine the relationship between education and citizenship in the context of the Training Scholarship from National Program of Access to Technical Education and Employment (TS/PRONATEC), professional education policy created by the federal government in 2011. The starting point for the study is the contextualization of social, economic and political reality of Brazil in the 1970s and 1980s, especially referenced by inserting the Toyotism/flexible accumulation and neoliberalism in capitalist countries and also demands of citizenship presented within the Brazilian society. In order to understand clearly the response from the State in relation to public policy of professional education, particularly around those deployed during the governments of Fernando Henrique Cardoso (1995-2002) and Luiz Inácio Lula da Silva (2003-2010) to finally analyze the object of this work, which is the TS/PRONATEC. This is a qualitative research with literature review, document analysis and it is proposed, in the empirical aspect, the application of a virtual questionnaire to graduates of courses offered program in two institutions of Anápolis – GO, namely: Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG) and Serviço Nacional de Aprendizagem Comercial (SENAC) and also an interview with the main manager of TS/PRONATEC, between 2011 and 2016, in the city. Many studies had been conducted in topics such as capitalism, professional training, citizenship, work and public policy in education area, having theoretical contribution from authors like como Marshall (1967), Carvalho (1987, 1990, 2016), Coutinho (2008), Anderson (1995), Antunes (2010), Germano (2011), Gohn (2012), Oliveira (2003, 2012), Frigotto (2006, governments indicated limitations on the articulation between professional training and civic education.Among those identified by scholars of the area surveyed so far, policies can be cited as the National Plan for Worker Qualification (Planfor), Youth Inclusion (PROJOVEM) in which pointed for separation between the preparatory and technical education and the choice of members of the lower classes as the target audience. In them, It was observed a logic of hegemony of compensatory policies, which were not absorbed concrete solutions to a key issue: class inequalities in the structure of Brazilian society, which exclude the materiality full access by many citizens to civil, political and social rights. In government speeches, the Training Scholarship/PRONATEC is seen as an opportunity for the student who wishes to have a technical and civic education. However, the results shows a continuation of the same strategies adopted by policies of previous governments. The results of the questionnaire to graduates of courses confirm the insufficiency of guarantees of citizenship for them, particularly as regards the right to work and education, since most of them are unemployed and have had access to training in rapid and untied courses in basic education. Although insufficient, it is concluded that the educational policy is marked by the contradiction in view that presents points such as the possibility of generating citizen awareness of the workers by rights of citizenship that serve as a counterpoint to the lack of materiality of full social justice in Brazil.