Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The purpose of this article is to reflect on how the environmental issue (moreover due to its transversal characteristic) permeates the area of Work and Education (TE), considering a critical path and contemporary challenges. It is also a reflection about the meeting between “Critical Environmental Education” and “Education for Work”. Article with theoretical appeal that presupposes years of empirical research, readings and debates by a research group within this theme. The study reflected on two themes-examples, the pandemic and Brazilian agribusiness, associating them with the environmental issue, especially through critical authors, especially Marxists, marking the anti-capitalist stance. The text sought to show the movement of theory that considers concrete reality to indicate ways of struggle. Finally, the article reached that the assumption of socio-environmental conflict is essential for understanding the relationship between Work, Environment and Education, being possible to include other concepts such as work, contradiction, class struggle, among others. Concepts that are especially correlated in dialectical historical materialism.

Writing academically is an exercise that involves practical work. In this article, the aim is the presentation and analysis of memorials written by ProfEPT master's students at IFRO Campus Porto Velho Calama. To reflect on the writing of memorials is the goal to be reached when asking for gender as an evaluative process. In the humanizing perspective of TVET, we assume that the writing of memorials can lead the student to self-criticize and self-reflect on their writing, mobilizing several configurations in the pedagogical dimension. The methodological assumptions used in this article are the description of an academic writing experience through memorials, produced by ProfEPT students. The selection of three memorials was made due to the differences between them in terms of the opportunity to show the peculiarities and paths of selection, and to bring facts and subjectivities to the chosen genre. As a reference, we dialogue with theorists, such as Bakhtin (2006), Barthes (2004), Larrosa (2021), and Santos (2008). The reflection about this writing becomes justifiable by the possibility of the master's students to reflect on themselves and their academic production regarding the peculiarities of ProfEPT. In a partial assessment, the writing of memorials in ProfEPT brings reflections on the academic writing process and a consideration regarding a necessary knowledge arising from a hybrid writing, in which theoretical knowledge can be mixed with subjective interpretive reflections.  

This study has the purpose of discussing about science and technology, as prerogatives of the Federal Institutes of Education, Science and Technology (IF), to emphasize its responsibility in the integrated training of the students, and not to launch itself as a mere strategic arm of the market and capital. For that, it was guided in the bibliographic technique, from exploratory and descriptive objectives, privileging an approach of critical analysis of historical-dialectical matrix. It is divided into three parts: a) the methodological procedures are presented; b) it deals with science and technology as elements that need to be interconnected in the training of the subject at IF; c) it deals with the integrated training at IF. It appears that teaching in Professional and Technological Education requires clarification from those involved in the epistemic challenges of the scientific and technological knowledge production, as well as their role in building a solidary, free, fair, and democratic society, considering the integrated human training.  

Considering that more than a hundred years has passed since the offer to Professional Education and Technology (TVET) on a national level, in Brazil, the article seeks to comprehend the trajectory of the current Federal Network of Professional, Scientific and Technological Education in the 20th and 21st century, with emphasis on the historical contexts that demanded changes in public policies and allowed the verticalization in courses offers on those institutions. It is a bibliographical and documental investigation, since publications in work and education field of research were used, as also a consultation and analysis of the TVET law were made. It was observed that the many changes that happened in the TVET offer in more than a century of existence was bound to the political agenda of the Brazilian government, and the interests of the job market. A verticalization in the Network a century ago used to complete only the primary and basic education and, today, it focuses on the offer of several levels, including stricto sensu postgraduate level. However, the network fights internally and externally for a professional education beyond the capital demands.

Gender-based violence occurs in the context of Brazilian and French Vocational and Technological Education (TVET). Given this problem, this paper aims to map research on gender-based violence in TVET in digital repositories in Brazil and in France. Methodologically, we resorted to Creswell (2010) to employ the state of knowledge. Theoretically, the work of Cisne (2018), Cisne and Santos (2018), Delphy (2005), Federici (2017; 2019), Saffioti (2004) underpin the discussion. The results point to the scarcity of research on the topic. Moreover, the study showed the existence of the following research themes: the sexual division in school paths, the reproduction of gender stereotypes, the invisibility of psychic suffering, the strategies of neutralization of the feminine in predominantly male courses, the coping tactics set in motion by women students of technical courses in Brazil and France. The conclusion points to the need for a better epistemological circumscription of the object "gender violence" and the possibilities of new comparative studies between Brazil and France, given the similarities in the history and organization of TVET in both countries.

The article traces a methodological path of bibliographic review and its starting point is the reflection on the inclusion of people with high abilities or giftedness (AH or SD) and teacher training from the perspective of Integrated High School (EMI) in Technical and Vocational Education and Training. It has as reference data on this reality in the Federal Network of Professional, Scientific and Technological Education (RFEPCT). It concludes that EPT professors who are in the field at EMI or in higher education courses offered throughout Brazil need to be in constant improvement to teach and contribute to the inclusion and human emancipation of their students. That also consists of recognizing, identifying and assisting students with AH or SD in their school communities so that they meet their potential and develop it.

This article discusses the Policy of Mental Health, Alcohol, and other Drugs in the period from 2016 to 2021, considering a conjuncture of attacks and setbacks linked to a society project characterized by the appropriation of the public fund and the strengthening of the private health market, to serve economic interests. Since 2020, this reality is impacted by the Covid-19 pandemic, which, in Brazil, is associated with the virus denialism, the overcrowding and the exhaustion of health services and of the professionals, with direct implications for mental health policy. In general, the results indicate that attacks and setbacks in mental health policy, alcohol, and other drugs have been characterized by the process of strengthening psychiatric hospitals, social organizations and therapeutic communities with religious ties in the provision of mental health services, in a logic of re-institutionalization of services and commodification of life.

This study intends to rescue the name of Amelia Gomes de Azevedo, a letters woman from the north of the Province of Rio de Janeiro. She published in newspapers in her region and in the capital. Her reputation as a writer and literare was consolidated when she received prizes in literary contests in Europe, with texts written in French. She published two books: Rumorejos do Monte Himalaya and Mercedes, the latter launched initially as a serial. His literary performance took place mainly in the 1890s, a period of intense social changes in the country, which is reflected mainly in the work Mercedes, currently a rare book.

This article aims to investigate, even in a preliminary way, the concepts of integration related to Integrated High School in Brazilian research addressed to this theme. The search parameters used in the integrative literature review from the first 6 pages of Google Scholar were: the search terms “concepção de integração” and “ensino médio integrado”/ “concepções de integração” and “ensino médio integrado” combined; the publication time interval - from 2011 to 2020; and academic textual genres - articles, monographs, dissertations, theses, and full papers published in event proceedings. The studies found were classified according to the integration perspective they exhibit, with the specification of objectives, methodological aspects, and main findings reported in the studies. Among the 31 publications identified, all of them address the three meanings discussed by Ramos (2008): conception of human training; way of linking high school and professional education; and the relationship between part and totality in the curricular proposal.