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

The text presents a reflection about the professional education in the State Education Network of Rio Grande do Norte. The objective is to analyze the offer of this kind of education, since Law number 5.692/1971 since the Professionalized Brazil Program (PBP), in order to consider the development of professional education in the mentioned Network. Methodologically, the research is qualitative, supported by bibliographic research (authors who discuss the theme) and documentary research (laws, decrees, resolutions, reports etc.), having dialectics as the main thread of analysis. The offer of professional education was historicized in the light of the Law number 5.692/1971 and the Law number 9.394/1996 in the State Education Network of Rio Grande do Norte, identifying its specificities. Additionally, we discussed the contribution of the PBP as an inducer of the expansion of enrollment in professional education in the Network. The results point out that since the 1970s the state actions in the epistemic field have been timid; the PBP was decisive in the resumption and expansion of professional education in the Network; and that the State Government has been carrying out actions toward the implementation of a state professional education policy.

Art has a humanizing role and, therefore, is essential in the integral formation from the perspective of Technical and Vocational Education and Training. Using the case study as methodology, this article aims to investigate the dissertations and educational products related to the Art area, defended in the Professional Master's Degree in Professional and Technological Education in national network (ProfEPT) offered at the associated institution IFPR, from the analysis of three categories: I) on the theoretical and epistemological framework used by the authors and their relationship with ProfEPT; II) on the analysis of the target audience to which the educational product is dedicated; III) on the analysis by the possibilities/requirements for the replication of the educational product. Four dissertations are presented with their respective educational products, one in the area of Visual Arts, one in Cinema, one in Theater and one in Music. All researches are linked to the research line of Educational Practices in Professional and Technological Education of ProfEPT. The researches, as well as the defended products, cover great pedagogical possibilities for application in technical courses of high school, both in the integrated modality, and also for the subsequent one.

The article focuses on the Caderno Modelo Pedagógico (CMP) of the Instituto Corresponsabilidade pela Educação (ICE, 2019) to propose a Foucaultian-based discursive analysis of the neoliberal incursion into education, especially Integral Education in the state of Paraíba. We take that document as a monument, from the perspective of Michel Foucault, to understand, from the perspective of neoliberal governmentality, how the discourses work. Discourses that attempt to constitute student subjectivities co-opted by the market premises of the formation of human capital from the Integral Education and the ideals of competence, work, entrepreneurship, and freedom. In order to do so, we resort in particular to the propositions of Laval (2019), and Dardot and Laval (2016), as well as to Foucault (2004), which concern neoliberalism and the procedures of educational transmutation in contemporary times. Our analyses of the CMP attest to the intention of constituting flexible and capable student subjectivities for the agile and uninterrupted change of the job market, having as a tool the creation of Life Projects in which the freedom of the subject is the vertex of both success and individual failure.

The present study discusses the culture of institutionalization of children and adolescents developed in Brazil, based on the questioning of the time of issuance of reception and dismissal guides by the judiciary and the reasons that justified the application of this measure by guardianship council, as revealing aspects of remnants of the doctrine of irregular situation. A total of 144 personal records of children and adolescents attended by an institutional care service in a municipality in the State of Pará were analyzed, from 2009 to 2020, based on descriptive analyzes (frequency, mean and standard deviation) and t test, considering the level of statistical significance at p<0.05. It is concluded, based on the results, that echoes of the culture of institutionalization of children and adolescents are observable in the reasons and justifications presented by guardianship council, almost always validating the poverty-risk binomial and with moralizing and pathologizing discourse of the family's housing conditions, as well as by the difference between the time of issuing the reception and dismissal guides by the judiciary.

Based on the potential of teaching Philosophy in the reflection on Quality of Life, with a qualiquantitative approach, this exploratory research investigated the Quality of Life of students and teachers in classes of integrated technical Accounting and Informatics courses at the Federal Institute of Paraíba, at João Pessoa campus. Two mixed instruments were used in the Physical, Psychological, Social Relations and Environment Domains, adapted from a form of   the World Health Organization, with a sample of 14 students and 4 professors. Quantitative data from students and professors highlighted higher levels in the Social Relations Domain and lower levels in the Physical Domain. The Teacher's self-assessment regarding Quality of life obtained an average index of 4.00; the Students’ rating for this item reached 3.85. In each case, greater self-care is suggested, demanding attention from the Institution and the social apparatus. The financial vulnerability of students was verified, demanding financial, emotional and psychological support, and the need for greater attention and support to teachers' mental health. The contents of the open questions were analyzed, using the methodology of Bardin (1977), bringing relevant contributions on the perception of the Quality of Life concept.

This article is inserted in the field of History of School Institutions of Vocational Education, and it had as research object the Agricultural Learning Rio Branco, with the objective of understanding its school culture in the period from 1941 to 1946. It is a research with a qualitative approach, according to Minayo (2009), with documentary research as a data collection methodology. The theoretical support had the contributions of Antonio Viñao Frago (1995). Thus, first, the historical path of the school institution in question is offered; and later on, some official documents are analyzed, such as the Internal Regulation of Agricultural Apprenticeships, through Ordinance 708/43 (BRASIL, 1943b), and the Report of the Minister of Agriculture (BRASIL, 1945), which helped to understand a little the internal dynamics of this institution. Furthermore, we hope that this writing can contribute to the unveiling of Vocational Agricultural Education, both in Amazonas and in other Brazilian states, when presenting the school culture of this institution.

This article aims to get to know the teaching knowledge that is mobilized by Libras (Brazilian Sign Language) teachers in Higher Education. The profession of Libras teachers is relatively recent, and it came into existence in Brazil with the officialization of Libras as a language of communication and expression for Brazilian deaf people according to Law 10436/2002. Thus, researching teaching knowledge becomes important in qualifying the training of Libras teachers. Through a qualitative methodology it was possible to interview six Libras teachers working in Higher Education. The interviews were categorized by content analysis (BARDIN, 2016) for further interpretation. Authors such as Nóvoa (2009), Tardif (2014), and Cunha (2010) theoretically referred to the discussions about teaching in Libras. As a result, the data showed the different origins of this knowledge which have been established since entering school as students and developing throughout life. Furthermore, it indicated the temporality of training and professional development, as a continuous process, and the importance of collective work and the exchanges between peers as a device of significant training.

The aim of the present work is to present a theoretical treatment of the counter-hegemonic curriculum contributions to TVET through the centrality of the work. Human beings through work intentionally act upon the natural world and consciously alter natural elements to achieve predetermined goals. This way, it assumes a central role in the way human beings build their understandings and relate to each other in society. We maintain that the TVET needs, through its curricular policy, to make it possible for the work to be conceived not only as labor to increase capital, but as a tool for the full development of human capabilities. Thus, we understand that this displacement would act as an instrument of rupture with the hegemonic discourses installed by the TVET, and that they try to build false representation of the working class. To this end, we will conduct the discussions anchored in Ernesto Laclau's thought, which presents the dimensions of support of the hegemonic discourse, and its relations with the curricular policy.

The present article evaluated the State of Knowledge of the concept of Integrative Pedagogical Practices. The purpose of this evaluation is to contribute to debates that connect to the perspective of praxis in Vocational and Technological Education. In view of the above, the following guiding question is established: How does the field of Integrative Pedagogical Practices present itself in the scientific and knowledge production? Methodologically, this research is classified as being of a basic nature, with a quali-quantitative approach, supported by the assumptions of the analyses of the "production of knowledge" type. This methodological delineation allowed the survey and mapping of data, as well as their categorization. The analysis made it possible to describe the conceptual trajectory of Integrative Pedagogical Practices in the scientific production and knowledge about the theme. The analysis indicated that the concept of Integrative Pedagogical Practices epistemologically connects to the concept of emancipatory praxis and consequently to the assumptions of integrated human formation.

The article aims to collect the academic production about the Mulheres Mil Program, based on scientific academic productions at the stricto sensu level, as part of ongoing qualitative research by the Graduate Program in Professional Education of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, following the theoretical-methodological procedures of bibliographic and documentary analysis, based on the CAPES’ Database of Theses and Dissertations (2019-2021). As a professional education public policy, the Program was initially conceived and implemented as a pilot project in thirteen states in the North and Northeast regions of Brazil, through an agreement established with Canada, starting in 2007. Initially, the objective would be promoting professional and technical qualification for 1,000 women from the North and Northeast regions of the country, until the year 2010. In 2011, a MEC Ordinance institutionalized the Program at a national level, aiming to qualify 100,000 women in social vulnerability, until 2014. The partial results show that research on the Mulheres Mil is still incipient to indicate the results of its implementation and the achievement of the objectives regarding the original design.