O paradigma da colaboração nas políticas públicas para a educação profissional e suas implicações sobre o trabalho docente

Abstract

This dissertation based on a case study aims to analyze the process of institutional changes that has been occuring in the Pelotas IFSul Campus, as part of the transformation of CEFET-Pelotas in Federal Institute of Education, Science and Technology Sul-rio-grandense. Assuming that collaboration, as a joint, political, dialogical, solidaririan and self-organized action between actors of different types, also called social capital, constitutes the main motor of knowledge production, innovation and value in contemporaneity, this case study analyzes the macro policies that focus on the promotion of clusters and how these policies, in turn, led to institutional changes, and the micro level, analyzes how these changes affected teachers' work, and how teachers, in turn, accepted, resisted and/or introduced changes in the process itself. In this sense, the methodology of institutional and organizational analysis, taking into account the context of the policy making, the new forms of organization of the labor process, the distribution of power, the policies, the culture and the organizational identity, allow us to conclude that institutional changes, the transformation in education institute, science and technology, imposed onto the school community, were caused by government strategies that aimed to make the institution, not only an agent of state governance, but also part of productive territories, within which teaching force, beyond the teaching process, begins to act and collaborate in the production of knowledge, innovative products and services.