Banca de QUALIFICAÇÃO: ANDERSON TEIXEIRA BOANAFINA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ANDERSON TEIXEIRA BOANAFINA
DATA : 25/06/2019
HORA: 13:30
LOCAL: Seropédica - IE - Auditório Marielle Franco
TÍTULO:

 

VOCATIONAL TEACHER TRAINING IN AN ERA OF INCREASED DUALITY

PALAVRAS-CHAVES:

 

 

Key words: Teacher Training; Vocational Education; Brazilian Federal Institutes; Duality

PÁGINAS: 81
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Ensino Profissionalizante
RESUMO:

ABSTRACT

 

BOANAFINA, Anderson Teixeira. Vocational Teacher Training in an Era of Increased Duality. Thesis (Doctorate in Education). Institute of Education, Federal Rural University of Rio de Janeiro, Seropédica, RJ, 2019.

 

The overall objective of this dissertation is to study the education degrees offered by Brazilian Federal Institutes, analyzing statistical data and the principal historical and political circumstances affecting them during the period from 2008 to 2017.

The study begins with the observation of a possible contradiction between the policy that led to the creation of the Federal Institutes and the practical implementation of the bachelor’s degrees in vocational education by these institutions.

Seeking the factors underlying this scenario, the investigation explores the debates and determinants that served as the foundation for dichotomous design of vocational training within the field of education in the 1930s and 1940s and compares them with the context surrounding the reform of vocational education under the Lula administration, from 2003 to 2011.

The objective is to uncover the existence of a convergence of factors that, even in different political eras, remained constant in the definition of differentiated spaces for the training of vocational teachers.

In this context, this duality in teacher training is linked to social segmentation that amplifies the distance between the principles that govern basic and professional education.

We believe that this assumption is related to the intention of the dominant classes to perpetuate the logic of an educational system organized and structured so as to exclude and select certain students, marked, in the words of Frigotto et al. (2009), “by the classic, formative school with a wide scientific and cultural foundation for the ruling classes and by another, pragmatic, instrumental vocational school to prepare workers.”

The methodology included triangulation of data derived from immersion in primary and secondary sources, a reflective analysis of official Federal Institute documents (Institutional Development Plan) and a critical evaluation of the foundation formed by the legislation and policies in effect during the two historical periods studied.

The theoretical foundation for the study includes Bourdieu’s work and the critical analyses of Frigotto, Kuenzer, Otranto, Saviani, and others on the topic.

Historical materialism was chosen as the methodological approach, with the following method categories: contradiction, totality, reproduction and hegemony (CURY, 1985); and duality as a content category (KUENZER & GRABOWSKI, 2016).

The preliminary results of the research indicate divergence of the Federal Institutes from their mission to be innovative with respect to this duality, both when defending and implementing public instruction with the objective of producing well-rounded graduates, and when valuing the degree in vocational education as a method for training teachers for vocational schools in Brazil.

MEMBROS DA BANCA:
Presidente - 1060677 - CELIA REGINA OTRANTO
Interno - 1792033 - MARIA ANGELICA DA GAMA CABRAL COUTINHO
Externo à Instituição - Angela Maria Souza Martins - UNIRIO
Externo à Instituição - JUSSARA MARQUES DE MACEDO - UFRJ