| dc.description.abstract | The research entitled Comparative Study on School Dropout in Vocational Education - Brazil and Argentina deals with the problem of school dropout in technical secondary education and it is part of the production of the Iberoamerican Network of Studies on Vocational Education and School Dropout (RIMEPES). As the network research shows, it is necessary to study the systemic factors related to dropout, identifying peculiarities of legislation, public policies and educational programs in each context in order to combat the school dropout. The general objective of this thesis is to analyze the systemic factors related to school dropout in Brazil and Argentina in a comparative way. To this end, as specific objectives, the national education systems of both countries are described, the historical frameworks that made up both educational systems are analyzed, and public policies and programs aimed at combating school dropout in education are described. Specifically, in the Brazilian case, it was analyzed the initiatives of the Secretariat of Vocational and Technological Education (SETEC) of the Ministry of Education, aimed at the Federal Network of Vocational, Scientific and Technological Education (RFEPT). In the Argentine case, the initiatives coordinated by the National Institute of Technological Education (INET) of the Ministry of Education were aimed at secondary technical schools. It is considered that for both cases, in the period under analysis there was a bet in the vocational education as motor of the development of the country, with new investments and directives from the central governments. It is an investigation for which the bibliographic review and the documentary research were indispensable, as well as the research through qualitative interviews. The research participants were the managers responsible for the national coordination and the implementation of the mentioned policies and programs in Brazil and Argentina. The theoretical framework of analysis is grounded on the struggle for hegemony, developed by Gramsci, because it allows a reading of the State in the light of the struggle of antagonistic forces present in capitalist society. In this context, the key question is: Is the educational policy to combat school dropout in secondary technical education defined by the duality of its objectives and its organization? In the theoretical field, the thesis advances by demonstrating that the structural question of school duality permeates the organization of education systems in Brazil and Argentina, connecting to the treatment given in public policies to the issue of school dropout. Regarding the thesis empirical achievements, in the Brazilian case, no national policy to attack school dropout was found. The initiatives analyzed for the period worked in an unstable manner, prioritizing the collection of information, failing to implement national guidelines or central coordination of actions. In the analysis of the Argentine experience, programs were presented, with specific financing, definition of guidelines and designs of strategies that were adapted by jurisdictions and school institutions, composing projects that were put into practice by them. This dynamic, however, did not exempt INET from the role of evaluator of the proposals and monitor of resources, not without adaptations between the central and local administrations. Neither was the coverage of policies homogeneous, presenting regional differences and focused action through projects and programs. In both Brazilian and Argentine case, the treatment given by public policies at the central level to school dropout in technical high school faced resistance and mutual adaptations during the formulation and implementation processes, comprising the State as a field of struggle for hegemony of policies. | |
