INTEGRAÇÃO DA EDUCAÇÃO PROFISSIONAL AO ENSINO MÉDIO NO PARANÁ: DAS INTENÇÕES AOS RESULTADOS
This text presents a bibliographic discussion on documents and interviews data related to professional and high school teaching. It aims at integrating professional education to high school education in two schools in the state of Parana, from 2004 to 2010. It questions how this integration took place. High School teaching dissociated itself from professional education with the LDBEN 9.394/96, regulated by Decree 2.208/97. In order to reverse the guidelines from this norm, the Decree was revoked with the enactment of Decree 5.154/2004. The government of Parana anticipated such integration, by introducing, in 2003, political and pedagogical guidelines for the process of integrating professional education into High Schools and by developing an integrated high school education in state schools in 2004. As a result of this process, some actions became necessary such as the continuing education of teachers, a review of the pedagogical projects and a new curricular concept. It was concluded that the possibilities and limits of this proposal lie in the comprehension of the work as an educational principle. http://dx.doi.org/10.14572/nuances.v24i3.2704
Da dualidade assumida à dualidade negada: o discurso da flexibilização justifica a inclusão excludente
Based on research undertaken by the author, this paper seeks to demonstrate that the relation between work and education in a regime of flexible accumulation is expressed through a different form of materialization of structural duality. Contrary to what is stated in the pedagogical discourse, in this regime of accumulation, duality is intensified by the relation between the market, which excludes the formal workforce to include it again through different forms of precarious use in productive chains, and a system for education and professional qualifications that includes in order to exclude during the process, be it through expulsion or through the precarious nature of pedagogical processes that lead to unqualified certification. From the principle of productive integration that characterizes this regime of accumulation, the categories that constitute what the author terms as denied duality in flexible accumulation are given as an initial proposal to be expanded.
As relações entre conhecimento tácito e conhecimento científico a partir da base microeletrônica: primeiras aproximações Relations between tacit knowledge and scientific knowledge from a microelectronic base: first approaches
Este artigo apresenta uma sintese dos resultados que vem sendo obtidos com a pesquisa Reestruturacao produtiva e novas formas de trabalho: o novo projeto pedagogico para a educacao cientifico-tecnologica financiada pelo Plano Sul de Pesquisa e Pos-graduacao/CNPq/Fundacao Araucaria, que tem por objetivo delinear as novas dimensoes que passam a integrar a categoria competencia a partir da introducao da base microeletronica nos processos produtivos e sociais, com vistas a identificacao dos principios pedagogicos que devem orientar os projetos educativos que objetivam a inclusao dos que vivem do trabalho.1 Para tanto, sera discutida a categoria competencia tal como historicamente vem sendo construida nos modos taylorista/fordista e toyotista de organizar e gerir a producao, buscando compreender os seus limites e possibilidades para uma possivel inclusao dos que vivem do trabalho, com particular destaque para a relacao entre teoria e pratica e entre conhecimento tacito e conhecimento cientifico. Finalmente, sera apontada a funcao mediadora da educacao no estabelecimento de articulacoes entre trabalho e conhecimento. Relations between tacit knowledge and scientific knowledge from a microelectronic base: first approaches Abstract This article presents the synthesis of the results which have been obtained by the research on the Productive restructuring and new work ways: the new pedagogical project for the scientific-technological education. Such work has been financed by the South Plan of Research and Pos-graduation/CNPq/ Fundacao Araucaria, and it aims to outline the new dimensions that start making part of the competence category through the introduction of the microelectronic basis into the productive and social processes, focusing on the identification of the pedagogical principles that must guide the educative projects aiming the inclusion of the ones who live from the work.2 Thus, the competence category will be discussed in the same way it has historically been built through the taylorist/fordist and toyotist ways of organizing and administrating the production, searching for the understanding of its limits and possibilities for a possible inclusion of the ones who live from the work, and outstanding the relationship between theory and practice and between tacit and scientific knowledge. Finally, the mediation function of the education in the setting up of articulations between work and knowledge will be pointed out.