IDEOLOGY AND PROFESSIONAL QUALIFICATION: A ANALYSIS BASED ON THE PLANFOR, PNQ AND PRONATEC (1995-2014)
Name: DÉBORA DE PAULA BOLZAN
Publication date: 10/03/2022
Advisor:
Name |
Role |
|---|---|
| MAURICIO DE SOUZA SABADINI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ANA PAULA FREGNANI COLOMBI | Internal Examiner * |
| MAURICIO DE SOUZA SABADINI | Advisor * |
| VICTOR NEVES DE SOUZA | Internal Examiner * |
Summary: It is at the crossroads linking ideology, professional education, and the working world that this thesis seeks, as its main goal, to analyze the ideological functions that pervade initial and continued professional qualification, thus establishing a critical dialogue among the intentions, the specificities, and the stratagems of the ideological constructions regarding training workers in Planfor, PNQ and Pronatec Plans/Program. As for the specific objectives, we investigated how the juxtaposition of the ideological functions and the qualification of the workforce, in the modality mentioned above, establishes links with the construction of the necessary practical conscience with an educational and work
perspective, in the class society. The thesis dynamics, centered on a 1995-2014 period context, sought to capture the constant, dynamic, and necessary movement of ideological constructions on professional qualification and on the working world. This movement directs the most peripheral segments of the working classes and the training offered, with the goal explicit or not of propagating and naturalizing rationalities, knowledge, values, perspectives, interests, and concrete, practical directions. Based on this scenario, this study aimed to answer the following question: what ideological functions can these Plans/Programs play in a class society with available professional qualifications? Or, i.e., what are the constructions, intentions, specificities, and ideological stratagems intrinsic to this educational modality? We used a systematic literature review and documentary research to conduct this study. It was interesting to learn how such functions, intentions, and ideological constructions can be assimilated and incorporated in this educational modality, through processes of renovation, recomposition, and conservation in more formal guidelines. Also, how this movement is umbilical connected, at the same time, to both more general and more specific ideological constructions, therefore collaborating to maintaining a concept of constructed professional qualification, naturalized, and disseminated as necessary and adequate for more peripheral segments of the working classes, and mainly for specific ideological and material interests.
