Ensino do Direito no curso técnico de Segurança do Trabalho: uma investigação do trabalho educativo de seleção e organização dos conteúdos curriculares a partir da Pedagogia Histórico-Crítica

Abstract

It is common for the teaching of Law to be associated with the expansion of political citizenship or philosophical awareness. However, the experience of professional and technological education at the secondary level, marked by the structural duality of Brazilian social classes, highlights the contradictions between curricular proposals and educational objectives. The dominant theories, legal positivism and competency-based pedagogy, reinforce the tendency to dissociate the specific content of disciplines from broader social purposes. In this context, this dissertation results from an exploratory research on the educational work of selection and organizations curricular contents, developed within the scope of the Graduate Program in Professional and Technological Education (ProfEPT). The research aimed to analyze the curricular contents and teaching plans of Law in the pedagogical projects of the occupational safety technical courses at the Federal Institute of Education, Science, and Technology of Pernambuco (IFPE). The theoretical framework of the investigation was based on the historical-critical pedagogy (Demerval Saviani) and the Marxist philosophy of law (Evgeni Pachukanis). The literature review highlighted, as theoretical categories, work as an educational principle, curricular principles in dealing with knowledge about the legal form, to understand Law as a historical and determined school knowledge. As methodological procedures, the techniques of indirect documentation of documentary research provided the data for this investigation. The study used institutional databases and public domain documentary sources, analyzing eleven pedagogical projects of technical courses in occupational safety, approved and published between 2007 and 2023, in the four IFPE campuses that offer the referred technical course (Abreu e Lima, Caruaru, Ipojuca, and Recife). The collected data were treated through thematic content analysis. The results suggest a possible deficit in the democratic character and the epistemological and pedagogical development of curriculum planning. Regarding the curricular content, the research highlighted the absence of problematization of the juspositivist interpretation, the emptying of the critical approach to the historical, philosophical, and sociological foundations of Law, and the need to explain the historicity of legal knowledge. In conclusion, the investigation points to the need for further reflections on the selection and organization of the contents of legal disciplines in technical courses, to promote a teaching of Law more appropriate to the educational objectives institutionally stated, aimed at the integral formation of the human being. As an educational product, an intervention project was developed to conduct curricular planning and teacher training workshops, aiming to qualify the educational work based on the research results, through the problematization of the selection and organization criteria of the curricular contents in view of educational objectives.