TENSÕES E PERSPECTIVAS DA REDE FEDERAL NO CAMPO DA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: UM ESTUDO DO IF GOIANO NOS CAMPI CERES E RIO VERDE - GOIÁS

Abstract

This study aimed to understand the on going transformation process of the professional and technological education (EPT), starting from the experience of the Instituto Federal de Educação, Ciência e Tecnologia Goiano, related to expression of the reality in campus Ceres and Rio Verde. This research analyzed the configuration of federal EPT network field in IF Goiano reality, taking into account the policy context of creation and constitution of the Institutos Federais de Educação, Ciência e Tecnologia through understanding the tensions and power struggles (material and symbolic)that occur on relationship between average level / technical and high level. The guiding questions were: How the subfield / upper level appreciation would have disqualified the average - technical level, expressing no more a whole which led the struggle for high school integrated into education and that resulted in the conquest of Decree 5.154 / 04? To what extent, disputes between middle - technical and higher levels and disagreements present in the institutional priorities are the privileging of the second and undervaluation of the first? Organizing elements of the professional education field have been raised within the institution toward the tension between the subfield mid-level / technical and subfield higher level, the habitus of the agents that make up the studied social field and the meanings attributed to the field by teachers and managers about implementation of the institutes, in relation to the proposals for both levels. In order to meet the proposed goals, this institution transformation by Law No. 11,892 / 2008 was taken as reference. This law is related to creation of federal institutions and the context of its enactment arising from the expansion of the EPT federal network. As theoretical and methodological basis, it was used the praxeological method of Pierre Bourdieu, in which the theoretical concepts symbolic power, social field, habitus and practice are relevant to understand the reality. In this direction, an exploratory survey of the social locus to be studied was done, by using references and study of legal requirements and documents that govern the institution. Empirical research was conducted through a survey of numerical data and interviews with social workers teachers and managers of selected campus, besides rector and pro-rectors. Data collection allowed you to identify that IF Goiano educational and scientific field has elements, principles, properties and habitus which point to the contradictions and present agreements on the relationship between education levels analyzed. Teachers and managers from campi Ceres and Rio Verde were interviewed, including 6 managers of the central management of the Institute, rector and pro-rectors, in addition to two general directors of campi. Among total of teachers from each campus, 121 come from Rio Verde and 93 come from Ceres. 10% each, were interviewed that is, twelve from Rio Verde and ten from Ceres.The results related to this study show that, although legislation into both levels have their rules and guidelines to follow and according to that, the allocation of resources that caters to each, there was a trend toward greater appreciation of the subfield / higher level characterized by the dispute among teachers in relation to a largest workload aimed at research activities, which somehow favors the work at this level, strengthening the practice in higher education and post graduation, parallel to the devaluation of the subfield / medium - technical level. This struggle is part of the representation of teachers and managers, demonstrated in symbolic power that is present in different habitus and practices which demonstrate that the subfield / higher level gives more status and prestige both the teachers and the students. It also highlights the sense present among field agents, which is the vertical integration as the way to the articulation among education levels toward the reduction of tensions among them.