A trajetória do Pronatec: avaliando a implementação do programa (2011-2017)

Abstract

The object of this study is the National Program of Access to Technical Education and Employment (Pronatec). This Program was created by Law No. 12,513 of October 2011 with the following objectives, explicited at the official documents: expanding and internalizing the policy of professional and technological education in Brazil; stimulate the articulation of this policy with the generation of work policies, employment and income; and broaden the educational opportunities of workers. In addition to these objectives, the Program also officially proposed to improve the quality of secondary education. In order to fulfill these objectives, Pronatec offers courses of Initial and Continuous Training of Workers (FIC) and concomitant technical courses. Therefore, the research consisted in an evaluation of this Program, based on the data from 2011 to 2017, whose proposal was to investigate the fulfillment of its objectives and goals, as well as to elucidate the implications of this implementation. Regarding the theoretical and methodological contribution, we worked mostly with three fields of academic literature. From the method point of view, it was based on the Marxist dialectical method. Regarding the field of the object of study, Pronatec was placed in public policies, particularly in professional education policy and considering the moment of the current development of the Program was also used the academic literature referring to high school. Finally, the evaluation of the process in public policies was adopted as theoretical foundation. The general categories of analysis, based on the dialectical method, aimed to assess: the program’s contradictions (HARVEY, 2016) and transformations (LEVEFBRE, 2009). As some of the results of the evaluation, Pronatec's trajectory has occurred in three moments: the first one, which goes from the creation of the program in 2011 to the 2014 presidential elections, in which the contribution to fulfill the function of legitimization of the Capitalist State through the majority offer of FIC courses is highlighted. The second came after the re-election of President Dilma Vana Roussef until the beginning of the impeachment coup (2015-2016), in which the decline in the program's supply is perceived; and the third time, from 2017 onwards, on which the emphasis is placed on the Reform of high school and the offer of Mediotec (technical courses) as a basis for the implementation of the aforementioned Reform. At this particular moment, it is observed that the Capitalist State has contributed greatly to capitalist accumulation. From the implementation data of Pronatec it is possible to be contacted that the Program is directed to ensure the reproduction of the capitalist system. In this sense, the main ideological manifestation is based on economicism and the conception of education centered on fragmented formation to the detriment of the one that makes possible the ommilateral formation, through the integration between education, work, science and technology. At the face of this evidence, a stronger expansion of the structural duality of education is consolidated in the program's current trajectory.