Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-06-06T13:36:50Z No. of bitstreams: 1 2010 - Alessandra Edna de Paula.pdf: 1035667 bytes, checksum: 102c3d792e92546eb9300900b716a395 (MD5) / Made available in DSpace on 2017-06-06T13:36:50Z (GMT). No. of bitstreams: 1 2010 - Alessandra Edna de Paula.pdf: 1035667 bytes, checksum: 102c3d792e92546eb9300900b716a395 (MD5) Previous issue date: 2010-10-28 / The text presents a comparative analysis and reflection on the educational role of Coimplanted in Schools extinct, extinct CEFET Uruta? Technical School of Palmas - Tocantins UNED Paradise, currently the Federal Institute of Education, Science and Technology Goi?s - Campus Uruta? and the Federal Institute Education, Science and Technology of Tocantins - Campus Para?so do Tocantins, respectively, in 1979 and 2008. We seek to identify their conservations and changes, the particular, the goals and operation from the following question: over the years, significant changes in political and educational role of the Cooperative School? We aimed to compare the experience of the Cooperative School in Paradise Uruta? and deployment of Tocantins, to clarify its role in educational training. As primary instruments for data collection, we review the literature on the subject, in bibliographic and documentary sources, and also the use of questionnaires and semistructured interviews with individuals directly or indirectly involved in two initiatives. We note that, despite being deployed in different periods, the two cooperatives have similarities and differences. The similarities are related to organizational issues and the intention to build a cooperative school culture and be an educational tool capable of bringing together theory and practice. On the other hand, we identify contradictions between each other, especially regarding the accomplishment of its objectives and the linkage between lectures, educational practice and preparation for the labor market, moreover, the idea that each community has their local school-Cooperative school, and about the fact that respondents emphasize its importance in education and training, but at the same time, claiming that they do not play the primary educational function. So, the research revealed that the contradictions between discourse and reality were the possible causes of mischaracterization and finalization of Cooperatives studied. Furthermore, we found that the educational reforms in Brazil between the 1970 and 1990 (Law 5.692/1971, LDB/1996 and Decrees No. 2.208/1997), the 1971 had a major influence in the organization and functioning of cooperatives, School in general. Other reforms were also, though to a lesser extent, as they ensured the continuity of training and attempt to link between education and work. / O texto faz uma an?lise comparativa e uma reflex?o sobre o papel pedag?gico das Cooperativas-Escolas implantadas no extinto CEFET Uruta? e extinta Escola T?cnica de Palmas ? UNED Para?so do Tocantins, atualmente Instituto Federal de Educa??o, Ci?ncia e Tecnologia Goiano ? Campus Uruta? e Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Tocantins ? Campus Para?so do Tocantins, respectivamente, em 1979 e em 2008. Buscamos identificar as suas conserva??es e mudan?as, as particularidades, os objetivos e funcionamento, a partir da seguinte quest?o norteadora: no decorrer dos anos, houve mudan?as significativas no papel pol?tico-pedag?gico das Cooperativas-Escola? Objetivamos comparar a experi?ncia da Cooperativa-Escola de Uruta? e a implanta??o em Para?so do Tocantins, para explicitar o seu papel pedag?gico na forma??o profissional. Como instrumentos principais de coleta de dados, usamos a revis?o da literatura sobre o tema, em fontes bibliogr?ficas e documentais, e tamb?m a aplica??o de question?rios e realiza??o de entrevistas semiestruturadas com sujeitos direta ou indiretamente envolvidos nas duas iniciativas. Constatamos que, mesmo sendo implantadas em per?odos distintos, as duas Cooperativas possuem semelhan?as e diferen?as. As semelhan?as est?o relacionadas a quest?es organizacionais e ? inten??o de construir a cultura escolar cooperativa e ser um instrumento educacional capaz de aproximar teoria e pr?tica. De outro lado, identificamos contradi??es entre uma e outra, especialmente quanto ao cumprimento de seus objetivos e ? articula??o entre aulas te?ricas, pr?tica educativa e prepara??o para o mercado de trabalho; al?m disso, a concep??o que cada comunidade escolar local tem da respectiva CooperativaEscola, e quanto ao fato de os pesquisados enfatizarem a sua import?ncia no processo educativo e na forma??o profissional, mas, ao mesmo tempo, afirmarem que elas n?o desempenham a primordial fun??o pedag?gica. Sendo assim, a pesquisa revelou que as contradi??es entre o discurso e a realidade foram as poss?veis causas da descaracteriza??o e finaliza??o das Cooperativas estudadas durante o per?odo da nossa pesquisa. Ademais, constatamos que das reformas educacionais ocorridas no Brasil, entre as d?cadas de 1970 e 1990 (Lei 5.692/1971, LDB/1996 e Decretos N? 2.208/1997), a de 1971 teve grande influ?ncia na organiza??o e no funcionamento das Cooperativas-Escola de modo geral. As demais reformas tamb?m tiveram, por?m em menor propor??o, visto que elas asseguravam a continuidade da forma??o profissional e a tentativa de articula??o entre a educa??o e trabalho.