Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-06-10T14:45:37Z No. of bitstreams: 1 2019 - Fab?ola Leonor de Paula Ramos.pdf: 2857964 bytes, checksum: 808ff68dc3e86978c8b4fc0b35cfe79c (MD5) Made available in DSpace on 2022-06-10T14:45:37Z (GMT). No. of bitstreams: 1 2019 - Fab?ola Leonor de Paula Ramos.pdf: 2857964 bytes, checksum: 808ff68dc3e86978c8b4fc0b35cfe79c (MD5) Previous issue date: 2019-12-18 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior The Federal Institutes of Education, Science and Technology (IFs) were established by Law N? 11.892/2008, an act that determined consistent organizational and academic restructuring of the vocational and technological education federal network of Brazil. Through this Law, the IFs were tructured from former federal technical and agricultural schools, technical schools linked to federal universities and Centros Federais de Educa??o Tecnol?gica (CEFETs), with the purpose of offering professional and technological education at all levels and teaching modalities. Until the creation of the IFs, the Vocational and Technological Education Federal Network focused on technical training in high school, although some CEFETs already offered higher education. With Law N? 11.892/2008, although the priority in the provision of secondary level technical education was maintained, by establishing a minimum of 50% of the vacancies for this level of education, the provision of higher education was better defined, by It should be established that at least 20% of the vacancies offered must be destined to the offer of undergraduate courses and, it is supposed, the remaining 30% of the vacancies destined to the offer of Higher Technology, Bachelor and Postgraduate Courses (stricto and lato) sensu). This scenario has brought about a substantial change in the role of the Professional, Scientific and Technological Education Federal Network in the work division in the Brazilian higher education. Taking this context as a socio-historical reference, we chose as object of analysis the actions and contradictions of the process of implementation and development of higher education courses in institutions of the of Vocational, Scientific and Technological Education Federal Network from 2008. We assume that the IFs' creation, in addition to expanding access to higher education, it materializes the training functions qualified technical staff to meet the demands of new technological standards in the work and production and the ethical- political conformation of a portion of the working class to current patterns of intensifying of labor precariousness. For such analysis, we take as empirical reference the reality of the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro (IFRJ), in order to explain the determining elements of the process of implementation and development of Higher Education in this institution. It is a qualitative analysis, of explanatory character, which falls into the category of documentary research whose theoretical and methodological reference is based on historical and dialectical materialism. The analysis led us to the perception of a clear relationship between the educational conception present in IFRJ undergraduate courses and the educational demands of the business field. In the Pedagogical Projects of the Courses (PPCs), the theoretical assumptions of the Human Capital Theory, as well as the apology for individualism, sustainability, entrepreneurship and employability were noticeable. Generally speaking, IFRJ undergraduate courses were created through the principle of verticalization of education for the reduction, optimization and utilization of available material and human resources, as well as in accordance with the recommendations of international organizations to expand the offer of Higher Education. The analysis undertaken in this study allowed us to conclude that the IFRJ materializes the purposes of creating the IFs for the development and enhancement of capital, since at the same time it forms a specialized technical staff to meet the business demand, it aims at the ethical-political conformation of the working class for the intensification precariousness not only of work, but of life as a whole Os Institutos Federais de Educa??o, Ci?ncia e Tecnologia (IFs) foram institu?dos pela Lei n? 11.892/2008, ato que determinou consistente reestrutura??o organizacional e acad?mica da Rede Federal de Educa??o Profissional e Tecnol?gica do Pa?s. Por esta Lei, os IFs foram estruturados a partir de antigas escolas t?cnicas e agrot?cnicas federais, escolas t?cnicas vinculadas ?s universidades federais e Centros Federais de Educa??o Tecnol?gica (CEFETs), com prop?sito de ofertar educa??o profissional e tecnol?gica em todos os n?veis e modalidades de ensino. At? a cria??o dos IFs, a Rede Federal de Educa??o Profissional e Tecnol?gica tinha como foco o ensino t?cnico de n?vel m?dio, embora alguns CEFETs j? ofertassem cursos superiores. Com Lei n? 11.892/2008, embora a prioridade na oferta de ensino t?cnico de n?vel m?dio tenha se mantido, ao estabelecer-se o m?nimo de 50% das vagas para este n?vel de ensino, a oferta de ensino superior ficou mais bem definida, ao ser estabelecido que pelo menos 20% das vagas ofertadas devem ser destinadas ? oferta de cursos de licenciatura e, sup?e-se, podendo os 30% restantes das vagas destinadas ? oferta de Cursos Superiores de Tecnologia, Bacharelados e p?s-gradua??o (stricto e lato sensu). Este panorama provocou mudan?a substantiva no papel da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica na divis?o do trabalho educacional de n?vel superior do pa?s. Tomando este contexto como refer?ncia socio-hist?rica, elegemos como objeto de an?lise as a??es e contradi??es do processo de implanta??o e desenvolvimento de cursos superiores em institui??es da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica a partir de 2008. Partimos da hip?tese de que a cria??o dos IFs, para al?m da amplia??o do acesso ao Ensino Superior, materializa as fun??es de forma??o de quadros t?cnicos especializados para atender ?s exig?ncias de novos padr?es tecnol?gicos do mundo do trabalho e da produ??o e de conforma??o ?tico-pol?tica de seus egressos para encarar com naturalidade a intensifica??o da precariedade do trabalho e da vida do trabalhador. Para tal an?lise, tomamos como refer?ncia emp?rica a realidade do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro (IFRJ), com o objetivo de explicar os elementos determinantes do processo de implanta??o e desenvolvimento do Ensino Superior nesta institui??o. Trata-se de uma an?lise qualitativa, de car?ter explicativo, que se insere na categoria de pesquisa documental cuja refer?ncia te?rica e metodol?gica ampara-se no materialismo hist?rico e dial?tico. A an?lise nos conduziu ? percep??o de clara rela??o entre a concep??o educativa presente nos cursos de gradua??o do IFRJ e as demandas educativas do campo empresarial. Foram percept?veis nos Projetos Pedag?gicos dos Cursos (PPCs) os pressupostos te?ricos da Teoria do Capital Humano, bem como a apologia ao individualismo, ? sustentabilidade, ao empreendedorismo e ? empregabilidade. De modo geral, os cursos de gradua??o do IFRJ foram criados mediante ao princ?pio da verticaliza??o do ensino para a redu??o, otimiza??o e aproveitamento dos recursos materiais e humanos dispon?veis, bem de acordo com ?s recomenda??es dos organismos internacionais para amplia??o da oferta do Ensino Superior. A an?lise empreendida nesse estudo permitiu concluir que o IFRJ materializa as finalidades de cria??o dos IFs para o desenvolvimento e valoriza??o do capital, pois ao mesmo tempo em que forma quadro t?cnico especializado para atender ? demanda empresarial, visa ? conforma??o ?tico-pol?tica da classe trabalhadora para a intensifica??o da precariedade n?o s? do trabalho, mas da vida como um todo