As parcerias público-privadas na educação profissional: um estudo sobre o Pronatec no município de Pelotas

Abstract

This research consisted of analyzing the worker formation project that emerged with the policy of Programa Nacional de Acesso ao Ensino Técnico e Emprego – Pronatec, which develops professional courses at the basic education level through public-private partnerships. The study presents the theoretical-methodological contribution and the investigative route. We contextualize the moment which educational policies developed in Brazil in the period of greater implementation of Pronatec and highlighted the characteristic of the program, specially the Formation Scholarship action. The study establishes the relationship between the theoretical references andthe findings in the research. The time frame defined for the action analysis of Formation Scholarship/Pronatecin the municipality of Pelotas/RS corresponded to the period from 2011 to 2015. The research used assumptions of qualitative approach to understand the context from perceptions, meanings, attitudes and motivations of the subjects that permeated the materialization of this public policy, and interpreted the phenomenon studied. We used semi-structured interviews with managers and teachers from private and public educational institutions that offered Formation Scholarship/Pronatecin the municipality of Pelotas. Content analysis methodology was used for analyzing data collection. The study endorses the hypothesis that Pronatecis an educational policy guided by the third way neoliberal conception, and reconfiguration of the State’s role, that in the logic of New Public Management asserts relations with civil society, strengthening public-private partnerships. We noticed that this policy aims to push on the formation and the increasing of the educational indicators, centralizing educational formation in learning linked to the interests of the capital, because as the program develops, in its majority, by Sistema S, it enables the private sector determine its route, by defining the courses offered, available vacancies, and results to be reached. We reaffirm the thesis of a public-private partnership establishing to offer this kind of professional education, although it favors the access to a formal education, it contributes to form a kind of professional demanded by market while maintaining the process in ‘knowing how to do’, with little reflection on what they do, through a public policy developed by private sector financed by the State.