A EDUCAÇÃO DE TRABALHADORES NO BRASIL CONTEMPORÂNEO: UM DIREITO QUE NÃO SE COMPLETA

This study examines the presence of the National Service for Industrial Training (SENAI) in the context of public policies, given its operation in Brazil for over eight decades. The research focuses on Vocational Education and the working class who benefits from this service through the S System, limited to Senai. In examining the establishment of Senai, it becomes apparent how government initiatives and sustained public policies contribute to its longevity. From this perspective, the research question arises: what is the relationship between public policies and the enduring nature of Senai and the Vocational Education it provides? To address this, the study adopted the following overarching objective: to investigate the policies of Vocational and Technological Education in Brazil, with a specific focus on those implemented by Senai, aimed at meeting the demands for professional qualification in Brazilian productive sectors. The specific objectives include historically describing the main transformations in Vocational Education in Brazil, highlighting the role of the "System S" and Senai in training industry workers; outlining how various agents of professional qualification adapt to changes in production methods and the global workforce; presenting public policies specifically targeting Vocational and Technological Education in Brazil since 2002, considering the contemporary scenario and Federal Government actions to address the demand for technical and professional training; and describing the infrastructure of Senai and its surrounding environment. To achieve these objectives, bibliographic research was conducted using keywords such as "System S," "Senai," and "historical context" to contextualize legislation and the emergence of each institution within the "System S" framework and Vocational and Technological Education policies in Brazil. Additionally, documentary research was conducted to narrate Senai's scenario within the "System S" based on relevant literature. Further, documentary research was conducted according to legislation enacted from 2002 to the present, aligning with public policies aimed at meeting the country's demand for technical and professional training. Data collection from the Industry Portal was utilized to analyze Senai's operational design, intersectoral articulation, expansion, territorial coverage, economic sectors served, and courses offered under this program. The methodological approach involves a literature review and qualitative documentary research. The study concludes that public policies play a fundamental role in sustaining Senai.

Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners' personal growth. In this context, "development" means competence improvement and thus relates to the individual's development through learning. Besides such personal development, vocational and professional education and training is also considered a means to foster local development. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field.

Vocational Guidance QuarterlyVolume 31, Issue 4 p. 230-239 The Effects of Voluntary School Desegregation on Occupational Outcomes ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author First published: June 1983 https://doi.org/10.1002/j.2164-585X.1983.tb01541.xCitations: 3 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume31, Issue4June 1983Pages 230-239 RelatedInformation

Este artigo objetiva apresentar uma explanação histórica da educação no país e discutir as políticas que regem a Educação Infantil entre 1988, com a promulgação da Constituição Federal, até a publicação da lei nº 12.796, de 4 de abril de 2013, que alterou a LDB/1996, apresentando alguns desafios como o acesso, a permanência e a formação professoral, entre outros, que a sociedade defronta para aquisição do direito à instrução formal. A metodologia utilizada foi documental e bibliográfica, de maneira a fundamentar a temática proposta. Neste estudo, conclui-se que ainda existe uma distância entre a prática e o que está disposto em lei. Verificou-se como um dos maiores desafios para se efetivar a emenda Lei nº 12.796 a questão do acesso à educação formal, pois cerca de 56 % das crianças brasileiras com idade para frequentar a primeira etapa de ensino ainda estão fora do ambiente escolar. Para superar essa fragilidade, sugere-se um sistema educacional que prossiga com as políticas públicas educacionais já estabelecidas.

Taking into consideration the historical context, this chapter considers Brazilian public policies related to mathematics teaching as they are embedded in broader educational policies, while also reflecting on how Brazil has been influenced—more in the past than the present—by foreign models. For a brief overview, we turn first to the curricular directives and the changes they have undergone. This discussion will reveal how education policies in Brazil have suffered from a lack of continuity of programs aimed at developing, implementing, and monitoring these policies, as well as regional inequalities in a country where income inequalities are huge and the cultural diversity is immense. Finally, in general terms, we discuss some points of convergence and divergence between mathematics education research in Brazil, its application within schools, and its effect on the public policies that shape the Brazilian educational system.

This study aimed to develop a vocational competency improvement education program to support employment and vocational adjustment of people with disabilities. For this purpose, an online survey was conducted for people with disabilities and rehabilitation field experts, and 173 field experts and 116 copies from people with disabilities were collected and used for final analysis. The results of the analysis are as follows. First, the need for vocational competency improvement education differed by type of disability. In the case of moderate and overlapping disability, the need for basic vocational education and professional vocational education was high, and for other types, the need for professional vocational education and certification education was high. appear. Second, in the educational demand for the middle area of vocational competency improvement education, social skills education as basic vocational education and computer utilization technology and information processing technology as professional vocational education were found to be high. Third, not only the development of the vocational competency improvement education program but also the operating system were considered as importance.
 The significance of this study is that it was intended to create a comprehensive opinion from both aspects of the disabled persons and rehabilitation field experts. And this study tried to materialize the needs and demands of the vocational competency improvement education program necessary for employment support among the six areas of lifelong education for the disabled for the disabled who require continuing education after school age, according to the type of disability.

This research focused on the role of Information and Communication Technology (ICT) in skilled manpower development through vocational technical education among higher institutions in Cross River State, Nigeria. One research question and hypothesis were formulated to guide the study. The target population for this study was 2,420 respondents comprising 2,210 vocational education trainees and 210 vocational educators. A total of 221 vocational education trainees and 21 vocational educators were selected using simple random sampling technique. A structured questionnaire was used to elicit the needed information from the trainees and educators. The data collected were analyzed using mean and standard deviation to answer the research question and independent t-test statistic to test the null hypothesis at 0.05 level of significance. From the analyses, it was found out that ICT played significant role in skilled manpower development, especially in the area of engagement of vocational technical students, development of skilled ICT professionals, establishment of ICT human infrastructures, increased knowledge of computer, acceleration of capacity building, and strengthening vocational technical teaching in Nigerian higher institutions in Cross River State among others. Based on these findings, it was recommended among others that the government as a matter of priority should provide the necessary ICTs infrastructure, trained manpower, adequate budgetary allocation, and uninterrupted power supply to enhance sustainable beneficial role derivable from ICT application for skilled manpower development through vocational technical education in Cross River State, Nigeria. Key words: Information and communication technology, vocational education, vocational educator, vocational education trainees.

Professional-pedagogical communication, as a condition for developing communicative abilities and a form of psychological interaction between educators and learners during the educational process and practical training, is aimed at the comprehensive development of future professionals in vocational education and creating conditions for the realisation of their independent, professional, and creative abilities. The purpose of this research was to determine the main ways of organising practical training as one of the priority conditions for shaping pedagogical communication among future professionals in vocational education. A complex of methods including theoretical, systemic, analysis of practice program, and survey methods was employed to thoroughly explore the research topic. The study established that purposeful pedagogical guidance, methods of implementation and improvement of practical training, and enhancing the content of activities of future professionals in vocational education during practical training create conditions as an important factor for forming all components of professional-pedagogical communication of higher education students, perceiving themselves as vocational education educators. The research also analysed and summarised the experience of Ukrainian and foreign scholars regarding pedagogical-professional communication and ways to improve the practical training of future professionals in vocational education. It further synthesises the issues related to improving the organisation of pedagogical practice as one of the priority conditions for shaping professionalpedagogical communication of future professionals in vocational education in the specialty 015 Vocational Education (Occupational Safety, Transport). A set of pedagogical conditions is formulated. The practical significance of this work lies in the fact that the specified relevance, methods, formulated pedagogical conditions, and analysed the process of practical training by future professionals in vocational education, and conclusions as a whole can be utilised for: improving practical training programs in higher education institutions; introducing the educational component “Pedagogical Communication in Vocational Education” for higher education students of the specialty 015 Vocational Education (Occupational Safety, Transport)

The objective of this article is to analyze professional and technological education policies in Brazil, their debates and conflicts, notably in relation to the challenges faced by the So Paulo Network of Professional and Technological Education in the face of Industry 4.0. It expands the debate on the effects of digital technology on the training of students, as well as presenting the potential of this educational branch, whether in the growth of supply or in the effective intellectual and technical development of students. The methodology was based on bibliographic and documentary studies, as well as selected journals. The results indicate the growth in demand from Industry 4.0 for trained professionals capable of working according to the characteristics of this mode of production and the experience of implementing courses focused on Industry 4.0 at the Fernando Prestes State Technical School (ETEC) in the municipality of Sorocaba, SP.

Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

The relevance of the study is conditioned by the need to promote the results of scientific, educational, information-analytical, advisory activities of the unified scientific institution in Ukraine that provides scientific and methodological support to domestic vocational and professional pre-higher education, which is in a state of reform. Purpose: to characterize the current challenges and risks for the system of professional and vocational pre-higher education, highlight the main results of the Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine (hereinafter: institute of VET of NAES of Ukraine) in 2021 and prospects for its further development. Methods: theoretical (analysis, synthesis, generalization); empirical (study of legislative and regulatory documents in the field of vocational and professional prehigher education, analysis of the results of structural units of the institute of VET of NAES of Ukraine and materials published on its official website and the website of the professional journal "Professional Pedagogy"). Results: The Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine is presented as a single scientific platform that provides scientific and methodological support for the modernization of modern vocational and professional prehigher education; conducts research on issues relevant to vocational and professional higher education; develops and implements pedagogical innovations in educational institutions (concepts, methodological systems, methods, technologies, etc.); carries out innovative educational activities of different levels; prepares highly qualified personnel for vocational, professional pre-higher and higher education in the specialties 011 Education. Pedagogy and 015 Vocational education (by specializations); is engaged in publishing, information-analytical and expert activities; actively develops international scientific relations, participates in international scientific and educational projects; systematically implements the principles of predictability, academic freedom, integrity, student-centeredness. The main challenges and risks in the activities of the scientific institution are described, its current tasks and ways to solve them are identified. Conclusions: the main challenges to the system of vocational education are described (strengthening of world integration processes, rapid development of digitalization, nationalization, greening, internationalization of professional training of future specialists in developed countries); the risks caused by them are analyzed (centralized and bureaucratized management system in the field of scientific and technical activities; insufficient funding for socio-humanitarian research; low wages of research and teaching staff; reduced prestige of vocational education; underdevelopment of dual education). Based on the analysis of the institute of VET of NAES of Ukraine in 2021 promising areas for further development of scientific institutions are identified (basic and applied research, strengthening the principles of academic integrity; improving educational programs for Masters and Doctors of Philosophy; introduction of modular programs of professional development of pedagogical workers of institutions of vocational and professional pre-higher education); development of corporate culture of the institute and its international activities); the main tasks of the scientific institution are outlined (ensuring the quality of vocational and professional higher education; promoting the development of public-private partnership; improving the system of training teachers in the field of vocational education and training, etc.).

The comparative analysis of the educational systems in Japan and Singapore, encompassing both basic and higher education, reveals intriguing insights into the diverse approaches employed by these nations. In terms of basic education structure, Japan follows a 6-3-3 system, comprising six years of elementary education, three years of junior high, and three years of senior high, while Singapore adopts a 4-4-4 system, dividing education into four years each of primary, secondary, and pre-university or vocational education. This structural contrast sets the stage for examining curriculum, instructional methods, assessment practices, teacher training, funding mechanisms, equity considerations, and educational outcomes. Japan's emphasis on national standards and rote learning is juxtaposed against Singapore's focus on critical thinking, problem-solving, and creativity, reflecting varied pedagogical philosophies. Instructional methods further differ, with Japan relying on traditional teacher-centered approaches and Singapore embracing diverse strategies like project-based and collaborative learning. Assessment practices showcase Japan's reliance on standardized national exams, while Singapore employs diverse methods such as internal exams and portfolios. In teacher training, Japan emphasizes subject knowledge and standardized training, while Singapore prioritizes pedagogical skills, continuous professional development, and career progression. The funding landscape diverges, with Japan primarily relying on public funding and limited private involvement, while Singapore fosters a robust public-private partnership for funding and innovation. Equity and access priorities also differ, with Japan expressing concerns about rural-urban disparities, and Singapore emphasizing equal access for all students. Notably, both nations achieve high PISA scores, but Japan grapples with concerns about rote learning and student stress, whereas Singapore excels in international benchmarks. This comparative analysis underscores the nuanced and multifaceted nature of educational systems, providing valuable insights for policymakers, educators, and researchers seeking to understand and learn from the diverse approaches adopted by Japan and Singapore.

The general aim of today’s vocational and professional education is the preparation of individuals for the world of work. In this chapter, the following issues are explored: (1) current trends in cognitive skill assessment, (2) benefits of relating them to well-established approaches to learning and instruction in vocational education and (3) recent developments in (large-scale) assessment of competencies in that education sector. More specifically, assessment approaches are studied which originate in cognitive psychology that utilize computer-simulated microworlds for the estimation of skills directed at an individuals’ interaction with complex problem situations (in which complex problem-solving – or CPS – competence is needed). We inquire whether and how vocational and professional education and the accompanying research can utilize some of the underlying principles and problem features from CPS research and vice versa, such as the inclusion of an assessment directed at the procedural aspects of competence, the inclusion of so-called wicked problems in assessment or the role of domain-specific knowledge in solving complex problems. To this end, we present positive examples from different areas of application in vocational education, highlight benefits of an integration of insights for both competence-based vocational and professional education and complex problem-solving research and discuss the potential and need for future research.

Continuing professional development (CPD) for teachers in vocational education and training (VET) in Norway has largely been either the responsibility of each individual teacher or a by-product of teachers’ cooperation related to student placements. Additionally, VET teachers’ professional development is influenced by external drivers. These factors are assumed to shape teachers’ knowledge and learning; accordingly, we investigate how VET teachers perceive their opportunities for CPD and how principals and department heads facilitate this development. Through analysis of interviews with teachers and school leaders in two vocational schools in Norway, we find that external drivers are pulling CPD in a collective and general direction, and little attention is given to VET teachers’ specific needs. The development of vocational knowledge remains largely up to individual VET teachers and is connected to student activities, usually in cooperation with industry (in this case, the restaurant and food processing industry) while the school leadership carries out the authorities’ orders. We argue that school leaders must understand and facilitate CPD for VET teachers in a more nuanced way, tailoring it to their vocation. This implies an emphasis on working community competence, together with other knowledge domains, and the responsibility of school leaders to increase awareness of and facilitate CPD for VET teachers is underscored.

This paper attempts to show the relationships between the Postmodern agenda and the bases of initial teacher education policies in Brazil. After describing the assumptions of the postmodern agenda, it describes the bases of initial teacher education policies and shows the main problems of the influence of the postmodern agenda on initial teacher education. The topic of this essay is relevant to the field of education policies, since initial teacher education can contribute either to the reproduction of a pragmatist/utilitarian education or to the construction of an education project according to the working class interests. With regard to the methodology, this research was based on the historical and dialectical materialism and used bibliographical and documentary sources. This study made it possible to conclude that since the 1990’s teacher education policies in Brazil have adapted to pragmatic, relativistic and subjectivist ideas, especially by praising the epistemology of practice, considering the concept of reflective teacher and the logic of competences. The postmodern agenda has many points in common with teacher education policies regarding the emphasis on local, ephemeral and short-sighted actions, whereupon social reality is seen as fragmented, multifarious, fluid and plural rather than as an integral unity. Within the context of teacher education, this can be clearly observed in the fragmentation of actions, projects, resources and educational entities, in contrast to a consistent and integrated proposal, which is what a policy of State and nation should be.