A aprendizagem organizacional na educação profissional no Brasil

Abstract

This research analyzes how the concept of learning was being reworked the labor, looking Education and the field of Organizational Studies, considering three periods: 1950-1989, 1990-1999 and 2000-2010. For this purpose, 60 years of SENAC/SC Reports and three documents from OIT and CINTERFORT were used as empirical material, from which it is possible to show how the referrals instruments are disseminated in Professional Education, changing the profile of the worker required by the labor market, in each period analyzed. The analysis of the documents shows that from the 1950-1989 period, the link between knowledge, the application of this knowledge and know-how were outstanding characteristics of professional education. The technician training ensured for almost all these years, a professional training trimmed in technical knowledge, whose meaning was the productive insertion of workers in the world of work. During this period, we can observe that small changes begin to occur in the forms of teaching. Partnerships with companies emerge, practical classes in commercial environments that have a different use for training. Subsequently, between 1990-1999, the vocational education will focus on teaching skills as a pillar for employability. With the strong incentive to develop skills, I see the emergence of a new logic of professional training, which overcomes training based on technicality due to the demands of industrial society, emphasizing, from productive modernization, a logic of training that aims to articulate individual skills of the worker to market interests. During this period, the ILO and CINTERFOR actively work to consolidate with vocational training institutions the certifications and validations of competences through career training itineraries. In the last period, 2000-2010, Organizational Learning (AO) is analyzed as a mobilizer of Homo œconomicus aptatus. In the latter period, I see the vocational training model being replaced by the certifications of acquired experience and learning in the workplace as a fundamental part of lifelong learning. The thesis is defended that the current model of professional training, based on certifications and validations of competences (understood experiences acquired) mobilized by AO, in the end, undertakes a worker without knowledge and without profession, with only minimal skills to adapt to the job market and survive.