A INSTITUCIONALIZAÇÃO DAS POLÍTICAS NEOLIBERAIS NA RECONFIGURAÇÃO DA EDUCAÇÃO PROFISSIONAL NO BRASIL: DO DECRETO Nº 2.208-97 À LEI Nº 11.892-08.

Abstract

In this research, we analyze the implementation of the neoliberal educational policies that guided the transformations of Professional and Technological Education, it having as thread the normative systems, from the time frame of the 1990s, with the so-called Reform of Professional Education to the implementation of Federal Institutes of Education, Science and Technology in 2008.The Professional Education, that dating back to the early twentieth century, with the establishment of Schools of Apprentice Craftsmen, referenced by structural duality, marked historically by general education and to work. Over the course of more than a decade, we watched advances and setbacks, facing the prospect of consolidating an education able to overcome the bias of a fragmented training, marked by a secular culture of welfare character. The question we study is about what is the role of the neoliberal educational policies in the reconfiguration of professional education in Brazil and how it reflects in the understanding of teachers, technical administrative staff and managers within the Federal Institute Goiano. To analyze the proposed by this research, we interrogated the servers of the Federal Institute of Education, Science and Technology Goiano, campi Morrinhos and Urutaí, chosen among those who compose the Institute, for they having peculiar characteristics. The Campus Urutaí, aged 60, is the oldest and experienced all the mechanisms of regulation of this educational modality, from the first middle twentieth century and the Campus Morrinhos, by the peculiar model that presented, in the course of consolidation of Institutes, at the time it was a Decentralized Teaching Unit. To build the evidence base, we interviewed 25 teachers and 16 technical administrative staff, among which 22 occupy a management position. With the methodological approach of qualitative and quantitative approaches, we use the basic procedures: literature review, document analysis and semi-structured questionnaire. As a theoretical contribution to the reflections of this research, we studied Filgueiras (2006; 2007; 2010) Frigotto (2005; 2008), Kuenzer (1999; 2002; 2004), Lombardi (2005) and others. The results showed that despite being a model that breaks with past practices and reforms, many aspects and historical trends repeat in the institutionalization process of the Federal Institutes. Being a new space for professional education, it is up to managers understand how this change will be structured. We intend, therefore, that this research will provide information to assist in the discussion of the planning of current public policies related to the Technical and Technology Professional Education.