O ensino médio politécnico na região de Rio Grande-RS (2012-2016): análise desde os pressupostos marxianos e histórico-práticos da Politecnia.

Abstract

The Polytechnic Education - that began in 2012 by the 18ª Regional Education Coordination's Office from Rio Grande do Sul (RS) state, Rio Grande city - is this thesis aim. In this way, the thesis pointed that polytechnic education is defined as a state's strategy to develop the education's quality; besides, it used the labor as an education principle. However, the proposal did not become a reality. As time went on, polytechnic education turned up to the national and international guidelines, that point the needs of a competent, vast and flexible education. In this way, polytechnic education has contributed to developed the labor force into the Capital needs. Also, showing an misunderstood; since, the Marxist conception of polytechnic education goes in a different direction. The aim of Polytechnic Education should be contribute to the social emancipation process, approaching the pedagogical guidelines involving anti capitalist social relations. Then, looking to the omnilateral formation across the unification between manual and intellectual labor inside the education process from proletariat. Thus, our main aim was understand how the contradictions moves inside and outside from the Polytechnic Education proposal from the High School in RS. Also, to reflect upon possibilities, even if limited, into the direction of a development. By the way, as a theoretical framework was used the Historical Dialectical Materialism based in some authors as: Karl Marx, Friedrich Engels, Viktor Shulgin, Moisey Pistrak, David Harvey, José Paulo Netto and others. Moreover, this was an qualitative research that used bibliographic studies, surveys and documentary analysis as a methodology. The surveys were applied to managers, teachers and students of secondary schools in Rio Grande's/RS region. As a conclusion, the data analysis indicate that the Polytechnic Education proposal follow a set of national and international education guidelines; consequently, this move provokes a divergence between the Marxist perspective and the understanding about polytechnic. Since it uses the labor as a education principle; but, at the same time it converges to these policies and guidelines that are not in agreement with the polytechnic proposal. Additionally, this research showed that the polytechnic education proposal provoked an shock into the schools; since it had expose so many divergences that happen between the government's education proposal and the schools' reality. To finish, the thesis point that the "modern" proposal could not dialogue with the " archaic" schools reality; in addition, it was so weak that even the policies interest - that were based into the international education guidelines - could not to be develop.