A Educação Profissional e a Reestruturação Produtiva no Mundo do Trabalho: os impactos na formação da força de trabalho do SENAC (Sistema Nacional de Aprendizagem Comercial) da cidade de Montes Claros/ MG

Abstract

This research is inserted in the Politics Line and Education Management paragraphed to the Work, Education and Human Formation Study Group from the Education Postgraduation Program from the Education College of the Federal University of Uberlândia and had as its objective the discussion of the productive restructuration, focusing in the professional formation, from SENAC (Serviço Nacional de Aprendizagem Comercial Commercial Learning National Service) Montes Claros/MG as from the documents that regulate the professional education in Brazil. The productive restructuration, which originated the flexible accumulation regime, was originated with the intention of strengthening the capital after the crisis of the taylorism/fordism in the 70 s. This accumulation paradigm promoted expressive changes in the productive world, like the work outsourcing and the process of making it precarious; it has even provoked the lack of a wider formation worker, established on what was named pedagogy competences, in other words, capacity of responding to countless contingences brought by the technology acceleration with autonomy, leadership and creativity. While, in the qualification model proper from the taylorism/fordism , the education institutions had as their function to specialize the worker in a determinate production phase, inside an also determinate industrial division; in the new production processes, not only technical knowledge is required, but also subjective attributes and ability on the professional activities. Through a documentary research was realized the analysis of documents that rule the professional education reform as from the Lei de Diretrizes e Bases da Educação Nacional (LDB 9.394/96 National Education Directress and Bases Law): Resolution CNE/CBE 04/99, Concept CNE/CBE 16/99 and the SENAC Montes Claros Pedagogic Proposal, establishing connection between them and revealing how the productive restructuration impacted on the professional legislation elaboration. This analysis allowed us to realize that professional education has its command basis in the competences model and that words like workability, flexibility and polyvalence limit these documents defining the professional profile to be filled. It was even possible to sense, that the Professional Education laws has as their main objective attend the demands imposed by the capital determining the offering of a positive, practical and with marketing tendency education.