A Educação Profissional e Tecnológica de jovens e adolescentes em medida socioeducativa: iniciativas no âmbito do Instituto Federal de Pernambuco

Abstract

The research deals with the provision of Vocational and Technological Education (EPT) to the public of young people and adolescents in situations of vulnerability and violation of rights, within the scope of the Federal Institute of Education Science and Technology of Pernambuco (IFPE). Its objective is to understand the management of pedagogical spaces in professional qualification courses aimed at young people and adolescents in compliance with socioeducational measures, having the Campus Caruaru as a unit of analysis. It is a research proposal with a qualitative approach, of an applied nature. According to the conception presented by Gil (2010), this research is characterized as descriptive and explanatory, having as research procedures: bibliographic research, documental research and field research. The data collection instruments were the questionnaire and the semi-structured interview, which were applied with young graduates, with teachers and with course managers. Bardin's content analysis (2011) was the data analysis technique used. It starts from the premise that the professional qualification of socio-educated students is of great relevance as a public education policy, in compliance with the right to professionalization advocated by legislation affecting childhood, adolescence and youth. The theoretical framework included the education and work category from the perspective of Antonio Gramsci, the perspective of pedagogical spaces under the theoretical construct of Historical-Critical Pedagogy (PHC) in Demerval Saviani, and Socioeducation from the perspective of Antônio Carlos Gomes da Costa. Despite the positive evaluation of graduate students, teachers and managers about the professional qualification courses for socio-educated students within the scope of the IFPE, research findings indicate the need to invest in the initial and continuing training of the teachers involved, through the provision of training that includes content on the PHC, on the rights of children and adolescents and also on the socio-educational concept, both with regard to conceptual approaches to socio-education, and about the specifics of teaching practice as a socio-educational intervention necessary for pedagogical work aimed at this student