Novotec: ensino médio integrado no regime da acumulação flexível?
Data
2022-09-15
Autores
Pessôa, Monique Rufino Silva 
Orientadores
Abreu, Claudia Barcelos de Moura
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho analisou o processo de implementação do Novotec Integrado nas Escolas Técnicas Estaduais (ETEC) pertencentes ao Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) entre os anos 2020 e 2021. Em atendimento à Lei Federal nº 13.415/2017, que trata do Novo Ensino Médio (NEM), o Novotec Integrado surgiu como opção para a implementação do V Itinerário Formativo. Diante do acelerado processo de expansão e da atuação da Secretaria de Desenvolvimento Econômico (SDE) na sua divulgação, a pesquisa identificou que o Novotec Integrado atendeu aos interesses de uma formação profissional fundamentada no contexto da precarização do trabalho. A atuação do Grupo de Formulação e Análises Curriculares (GFAC) na criação dos planos de cursos no CPS não só atendeu aos interesses do setor empresarial (MORAES; ALENCAR; REIS, 2022) como empenhou-se ativamente para constituir uma formação profissional correspondente ao aprofundamento da formação por competências. Esta pesquisa é quali-quantitativa e utilizou-se de análise bibliográfica e documental, bem como mobilizou dados quantitativos para a análise do processo de expansão do Novotec Integrado. Do ponto de vista bibliográfico, identificou o contexto histórico relativo às mudanças na esfera econômica e do trabalho desde o período da redemocratização brasileira ao governo Michel Temer (2016-2019), que redundaram na aprovação da Lei nº 13.415/2017. Analisou os paradigmas das concepções políticas e teóricas que resultaram no Novotec Integrado como formato desenvolvido em atendimento ao V Itinerário Formativo. Sob a análise documental, investigou: a) notícias veiculadas em sites oficiais do Governo do Estado de São Paulo, da Secretaria de Educação (Seduc), da SDE, do CPS e do próprio Novotec; b) dados quantitativos disponibilizados no Banco de Dados da Unidade do Ensino Médio e Técnico do Centro Paula Souza (BDCETEC) identificando sua expansão por meio da movimentação de matrículas; c) caracterização do perfil socioeconômico dos estudantes aprovados no CPS nas modalidades: ETIM, MTec, MQTec, MTec AMS e Novotec; d) dispositivos legais de nível federal e estadual que possibilitaram sua implementação e e) planos de cursos identificando a concepção pedagógica adotada pela instituição. Como referencial teórico adotou-se o materialismo histórico-dialético, que permitiu analisar as tensões entre Educação e Trabalho envolvidos em um campo de disputa que repercutiu na formação profissional técnica de nível médio em consonância com o contexto da precarização do trabalho no regime da acumulação flexível (HARVEY, 2016).
This study is an analysis of the implementation of Novotec Integrado (a Career and Technical Education program) at State Technical Schools within the purview of CEETEPS – Centro Estadual de Educação Tecnológica Paula Souza [Paula Souza State Center for Technological Education] between 2020 and 2021. Novotec Integrado is meant to materialize New High School’s Formative Itinerary V, as per Federal Law no. 13.415/2017. By examining the role played by the State Economic Development Office in raising awareness about Novotec Integrado, as well as the program’s vertiginous expansion, we have reached the conclusion that it serves the purposes of those interested in professional training rooted on labor precarization. The role played by GFAC – Grupo de Formulação e Análises Curriculares [Curriculum Design and Analysis Group] in the design of CEETEPS courses not only catered to the business sector (MORAES; ALENCAR; REIS, 2022) but also pushed for competency-based technical education. This study combines qualitative and quantitative methods, employing bibliographic and document analysis as well as qualitative data to understand the expansion of Novotec Integrado. We begin with an overview of the historical context that shaped the economical and labor spheres and led to Law no. 13.415/2017, spanning the re-democratization presidencies up until Michel Temer’s tenure (2016-2019), so as to better understand the political and theoretical developments at the genesis of Formative Itinerary V, and consequently of Novotec Integrado. The document analysis consisted of: a) news articles posted at official Government websites, such as the State Government’s, the State Education Department’s, the State Economic Development Office’s, CEETEPS’s and Novotec’s; b) quantitative data from CEETEPS’ High School and Technical Education Unit Database on the program’s expansion (enrollment numbers); c) tracing the socioeconomic profile of CEETEPS students across multiple CTE programs (ETIM, MTec, MQTec, MTec AMS, and Novotec); d) state and federal legislation that supported Novotec’s implementation; e) an analysis of Novotec course plans in order to identify the institution’s pedagogical underpinnings. Working within the dialectical and historical materialism framework, we have sought to analyze the tensions between Education and Labor, to understand the power struggles that permeate both and drive secondary technical education to conform to the labor precarization context in times of flexible accumulation (HARVEY, 2016).
This study is an analysis of the implementation of Novotec Integrado (a Career and Technical Education program) at State Technical Schools within the purview of CEETEPS – Centro Estadual de Educação Tecnológica Paula Souza [Paula Souza State Center for Technological Education] between 2020 and 2021. Novotec Integrado is meant to materialize New High School’s Formative Itinerary V, as per Federal Law no. 13.415/2017. By examining the role played by the State Economic Development Office in raising awareness about Novotec Integrado, as well as the program’s vertiginous expansion, we have reached the conclusion that it serves the purposes of those interested in professional training rooted on labor precarization. The role played by GFAC – Grupo de Formulação e Análises Curriculares [Curriculum Design and Analysis Group] in the design of CEETEPS courses not only catered to the business sector (MORAES; ALENCAR; REIS, 2022) but also pushed for competency-based technical education. This study combines qualitative and quantitative methods, employing bibliographic and document analysis as well as qualitative data to understand the expansion of Novotec Integrado. We begin with an overview of the historical context that shaped the economical and labor spheres and led to Law no. 13.415/2017, spanning the re-democratization presidencies up until Michel Temer’s tenure (2016-2019), so as to better understand the political and theoretical developments at the genesis of Formative Itinerary V, and consequently of Novotec Integrado. The document analysis consisted of: a) news articles posted at official Government websites, such as the State Government’s, the State Education Department’s, the State Economic Development Office’s, CEETEPS’s and Novotec’s; b) quantitative data from CEETEPS’ High School and Technical Education Unit Database on the program’s expansion (enrollment numbers); c) tracing the socioeconomic profile of CEETEPS students across multiple CTE programs (ETIM, MTec, MQTec, MTec AMS, and Novotec); d) state and federal legislation that supported Novotec’s implementation; e) an analysis of Novotec course plans in order to identify the institution’s pedagogical underpinnings. Working within the dialectical and historical materialism framework, we have sought to analyze the tensions between Education and Labor, to understand the power struggles that permeate both and drive secondary technical education to conform to the labor precarization context in times of flexible accumulation (HARVEY, 2016).