Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:02:29Z No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-13T12:47:14Z (GMT) No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) / Made available in DSpace on 2016-01-13T12:47:14Z (GMT). No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) Previous issue date: 2014-07-31 / O trabalho trata das concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas peloInstituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Discuteessas concep??es a partir dos quatro projetos pol?tico-pedag?gicos constru?dos no per?odo de1970 a 2010, abrangendo tr?s institucionalidades: Escola T?cnica Federal do Rio Grande doNorte (1970-1998), Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (1999-2008) e IFRN (a partir de 2008), bem como tr?s contextos pol?ticos importantes do pa?s:Ditadura Civil-Militar, Nova Rep?blica e Per?odo do ide?rio neoliberal no Brasil. O objetivofoi analisar a configura??o das concep??es de forma??o, com ?nfase nas especificidades e(des)continuidades, situando-as no contexto das mudan?as pol?ticas, econ?micas e educacionaisem desenvolvimento no pa?s. Compreende-se como se d? historicamente a rela??o trabalho,educa??o e forma??o humana, a fim de evidenciar como se desenha atualmente a concep??o deforma??o dos trabalhadores, bem como a possibilidade de uma forma??o contra hegem?nica.Analisa-se as caracter?sticas das concep??es formativas de n?vel m?dio esbo?adas nas reformaseducacionais do pa?s. Investiga-se as concep??es de forma??o profissional delineadas nosprojetos pol?tico-pedag?gicos do IFRN, com ?nfase nas especificidades e (des)continuidades.Fez-se uso do materialismo hist?rico-dial?tico, da revis?o bibliogr?fica, da pesquisadocumental e da entrevista realizada com sujeitos que participaram do grupo de trabalhocoordenador da elabora??o dos projetos pol?tico-pedag?gicos institucionais. Os resultadosdemonstram que a forma??o dos trabalhadores na sociedade capitalista tem um car?terunilateral; que a forma??o desejada pela classe trabalhadora ? a forma??o omnilateral; que asconcep??es formativas que permearam as reformas educacionais do pa?s foram todas naperspectiva da forma??o unilateral; que, em determinadas conjunturas, as concep??es deforma??o profissional t?cnica de n?vel m?dio delineadas nos projetos pol?tico-pedag?gicos doIFRN refletem as perspectivas formativas que orientam as reformas educacionais no pa?s(forma??o unilateral) e, em outros momentos, a Institui??o adota concep??es (forma??oomnilateral) que n?o se coadunam com tais perspectivas; que o IFRN procura materializar aconcep??o de forma??o humana integral dos educandos por meio dos cursos t?cnicos integradosao ensino m?dio; e que entre os projetos pol?tico-pedag?gicos constru?dos de 1970 a 2010 h?mais continuidades do que rupturas em rela??o ?s concep??es de forma??o adotadas. Concluiseque, o desafio da IFRN ? institucionalizar em suas a??es educativas a concep??o de forma??oomnilateral assumida nesse documento institucional. / The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.