A formação da classe trabalhadora em disputa: práticas pedagógicas nos cursos de ensino médio integrado ao técnico

Abstract

The main objective of this thesis is to understand the disputes over educational projects that are present in secondary vocational and technological education integrated with technical education, which, in turn, result in the formation of the working class in Brazilian society. Understanding that this dispute is a particular dimension of the contradictory totality of class struggle, we turn to pedagogical practices, considering them a material expression of the hegemonic relations that occur within the school system. We adopted the Fluminense Federal Institute as our research site, selecting two secondary education programs integrated with technical education from the Macaé campus to observe the pedagogical practices that develop, especially in the teaching and extension domains. To this end, we chose documentary analysis, observation of class councils and pedagogical meetings, and interviews with faculty and students as methodological procedures. Based primarily on Gramsci's conceptions of disinterested education, unitary schooling, and hegemony, as well as Marx's understanding of simple and complex labor, and drawing on the reflections of authors such as Savianni, Frigotto, Ramos, Ciavatta, and others, we seek to understand how the formative elements offered in courses of this nature establish tensions with the bourgeois proposal of an education that promotes consensus in favor of class subordination, highlighting the existence of curricular integration and work as an educational principle focused on a critical perspective as those factors that ultimately guarantee training for simple labor with the potential for complex labor.