Ensino médio integrado (EMI): análise das contradições dos processos de formação politécnica no Instituto Federal Do Triângulo Mineiro (IFTM)

Abstract

Dissertation presented for the Work, Society and Education of the graduate program in education – PPGED of Federal University of Uberlândia discusses Integral High School from the perspective of polytechnics and human and full training, analyzing the characteristics of the proposal of Federal Institute of Triângulo Mineiro (IFTM, in Portuguese abbreviation), as provided for in the Pedagogical Course Project (PPC, in Portuguese abbreviation) of the Technical Food Course. The research starts from the following problem: how does the Integrated High School (EMI, in Portuguese abbreviation) offered at IFTM accomplish the polytechnics? Therefore, we initiated a review of educational legislation related to Professional Education from the Constitution of theFederative Republic of Brazil (CRFB, in Portuguese abbreviation) (BRAZIL, 1988a), from theLaw of Guidelines and Bases of Education (LDB, in Portuguese abbreviation) – Law n. 9,394 (BRAZIL, 1996a), of Decree n. 2,208 (BRAZIL, 1997a) and the respective revocation by Decree n. 5,154 (BRAZIL, 2004). Subsequently, we approached the concept of polytechnics from the perspective of Marxian thought and, after that, the EMI as a crossing experience for polytechnic training. Thus, the brief history of IFTM is presented and, after that, through a qualitative and documentary research, the analyzes about the PPC of the referred course were carried out in the light of Historical-Dialectical Materialism (MHD, in Portugueseabbreviation), emphasizing not only a historicity that particularly affects the observed data andevidences possible contradictions present in the data/objects. The results obtained from the bibliographic/documental survey point out that the contradictions of EMI originate from the duality of education between introductory and professional teaching. Furthermore, the Brazilianstate guides instruction and learning initiatives in the context of economic production and doesnot invest in training, having work as an educational principle.