Cultura do trabalho na Educação de Jovens e Adultos integrada à Educação Profissional e Tecnológica (EJA-EPT / PROEJA) : tensões e disputas a partir da economia solidária e do empreendedorismo

Abstract

This thesis, based on historical-dialectical materialism as its theoretical and methodological basis, aims to analyze how the dispute for the work culture occurs in Youth and Adult Education integrated with Professional and Technological Education (YAE-PTE / PROEJA), based on two courses of this modality, the first marked by concepts and practices of Solidarity Economy and the second, of Entrepreneurship. The Restinga campus of the Federal Institute of Education, Science and Technology of Rio Grande do Sul, with its technical courses in Agroecology and Commerce integrated into secondary education in the YAE modality, constitutes a privileged locus, as it is the only one in the state which offers more than one YAE-PTE course. A study was carried out on the situation of working class education in Brazil, mainly Youth and Adult Education and Professional Education in their current contexts. From the premise that wage labor is in crisis, it is concluded that there are movements linked to capital and labor to occupy this space, given the need of working class subjects to provide for their existence. Based on this, a discussion was made about the concepts of Solidarity Economy and Entrepreneurship. The research was carried out through a study on the production of knowledge about YAE-PTE in Brazil; collecting data about YAE-PTE in Rio Grande do Sul, through answers to open and closed questions provided by people in charge of course coordination at the state's Federal Institutes; document analysis of the pedagogical projects of the Agroecology and Commerce courses at IFRS – Campus Restinga; and an organization of interviews with teachers, guided by a semi-structured script. As findings, the already strong presence of Entrepreneurship in the YAE-PTE curricula was identified, in view of which it is necessary to organize the dispute, affirming the curricularization of the Solidarity Economy as a possible response of the working class. It is concluded that the subjects of YAE have the immediate need to produce their own existence, so that educational institutions need to offer them not only the denunciation of the structural perversity of capitalism, but also announce to them the existence of concrete responses that can guarantee them income and, at the same time, other possible sociability. To achieve this, a lively and organized dialogue between educational institutions and Solidarity Economy movements and subjects is necessary, in order to build a new type of work culture.