Do modelo tecnicista das escolas técnicas federais ao ensino médio integrado dos Institutos Federais

Abstract

This dissertation, developed within the scope of ProfEPT (Professional Master's Degree Program in Professional and Technological Education), is situated in the Educational Practices in EPT research line and is linked to Macroproject 3 – Educational Practices in the Integrated Curriculum. The research is guided by the following central question: how does the Integrated High School modality, with its polytechnic and omnilateral proposal implemented in the Federal Institutes since 2008, impact the social mobility of its alumni compared to the neo-technicist model of the former Technical and Agrotechnical Schools? To answer the proposed question, the following general objective was established: to investigate the Integrated High School modality, grounded in the polytechnic and omnilateral principles that guide the Federal Institutes since 2008, and to analyze its impact on the social mobility of alumni, in dialectical comparison with the neo-technicist model of the Technical and Agrotechnical Schools. The study analyzed the trajectory of the formative project of EPT in Brazil, comparing the pedagogical model of the Federal Technical School of Pelotas (ETFPEL) in the 1990s, of a technicist and instrumental nature, with the Integrated High School (EMI) proposal of the Farroupilha Federal Institute (IFFar) in the 2010s and 2020s, which proposes to be omnilateral, polytechnic, and integrated. The methodology consisted of a multiple case study with a qualitative approach, using semi-structured interviews with 12 alumni and the analysis of institutional documents, with data interpretation performed through the Content Analysis of Bardin (2016). The investigation sought to understand the influence of these models on professional training and the social mobility of the students. The results demonstrate that the purpose of the training shifted from an emphasis on immediate employment (ETFPEL) to the prioritization of verticalization and academic insertion (IFFar), with a focus on the quality of Propaedeutic High School for Higher Education. The main conclusion of this study is that, although the IFFar project has fulfilled the promise of a broader and more humanistic training (Omnilaterality), it faces the challenge of reconciling technical excellence with academic excellence, in a context of external pressures. The study contributes to critical reflection on educational policies, indicating that Integrated Training, while expanding possibilities, has intensified student effort and must resist tendencies that limit its emancipatory potential. Finally, an audiovisual documentary was developed as an educational product, aiming to promote access to quality Professional and Technological Education for less privileged classes.