| Summary: | CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior === O trabalho insere-se no complexo debate das repercussÃes das transformaÃÃes econÃmicas das Ãltimas dÃcadas â que motivaram o desenvolvimento e a aplicaÃÃo de vÃrias tecnologias aos processos produtivos industriais fazendo surgir novas formas de organizaÃÃo e gestÃo dos processos de trabalho â, sobre as diretrizes educacionais implementadas desde a dÃcada de 1990, realizadas com o objetivo de adequar a formaÃÃo de mÃo-de-obra qualificada Ãs necessidades requeridas por essa realidade. Apresenta-se o debate nacional e internacional acerca das transformaÃÃes no mundo do trabalho. Analisam-se as repercussÃes do avanÃo cientÃfico e tecnolÃgico sobre os cursos de formaÃÃo profissional, alÃm das prescriÃÃes legais da educaÃÃo profissional para a formaÃÃo. E por fim, discutem-se as concepÃÃes de formaÃÃo profissional de nÃvel tÃcnico, tomando-se como campo especÃfico de anÃlise a Unidade Operacional Prof Raimundo Franco Teixeira, do Departamento Regional do SENAI/MA e, neste, o Curso de EletroeletrÃnica. Partindo da hipÃtese de que os interesses entre capital e trabalho sÃo essencialmente antagÃnicos, busca-se compreender a visÃo linear e determinista das concepÃÃes dirigidas à formaÃÃo do trabalhador que privilegiam o desenvolvimento das capacidades humanas para efeito do atendimento dos requerimentos do capital. Para elucidaÃÃo da hipÃtese levantada, examina-se o modelo de formaÃÃo adotado pelo SENAI-MA, tendo por referÃncia o conjunto de orientaÃÃes contidas na LDB 9394/1996, bem como o impacto, o significado e as articulaÃÃes na disputa ideolÃgica presente na EducaÃÃo Profissional na atualidade. Retoma-se o processo de constituiÃÃo do discurso empresarial no que se refere à educaÃÃo do trabalhador, priorizando-se a anÃlise dos documentos mais recentes da entidade representativa dos empresÃrios === This word is parto f the complex debate over the worldwide econÃmicas transformacion that have been taking place in the recent decades, which gave reason to the developement and application to production, of various technologies that alongside the new organizacional patterns and the management of work procedures, led to educational reformations desd on the decad the 1990, that animed to adjust societyâs educational system, so it would generate skilled workforce for the new reality. The assumptions that guide the usual technical education have been extensively analyzed. We focused on the Prof. Raimundo Franco Teixeira Operacional Unit, out of the Departament of SENAI/MA, and more specifically the Eletronics Thechnnician Training Departament. The actualization of such study involved students, tecnhnical supervisors, experts in education, assistants, the manager of such unit being studient, and Human Resources experts from the companies in which apprenticeship was taking place. We began by assuming that capitalism and the workforceâs goals are mutually antagnistic. We animed to understand the deterministic linear view that are projected upon workforce training, which priorize catering to production needs and human development in order to fulfill the capitalistic demands. To test our hypothesis,, we analyzed the current workforce training model, and we used the LDB 9.394/1996 guidelines, the impact, the meaning and the implications of the ideological struggeles that occur in todayâs workforce training. We analizad the managers view of the workersâ education by studing recent douments belonings to the entrepreneurial associations and that led us to characterize their view as utilitarian once their ideal concept of techinical professional training is ono of exclusively tailored to cater to the demands of the market. Under this same light, we analysed the sylabuses of booth the educational Unit and the Electronics Technician Training Course. Both became the core o four analysis, in wrich we aimed to idendify their training standards and current priorities. We also strived to identify the challenges that inevitably beflall on schools that adopt such standards and priorities. The study confirmed our initial hypotesis that the limitations and anaccuracies inherent to the ongoning training model repeat past pratices uhich then and today, prevent meaningful breakthroughs in techinical training
|
|---|
