Escola municipal de aprendizagem industrial: uma proposta de formação profissional para jovens e adultos em Santa Maria – RS

Abstract

This work is a case study and searched for understanding the historical process of taking-over the Federal Rail Network School, in 1997, by the municipal government of Santa Maria and its relationship with the implementation, at the Municipal School of Industrial Learning (EMAI), of the Course of Initial Professional Education Integrated to Elementary School - Final Years - in the modality of Youth and Adults Education (EJA), since 2011. Therefore, we analyzed the pedagogical proposal and the pedagogical practices developed at EMAI, the first school of the municipal network of Santa Maria to offer EJA, at the elementary school, integrated to professional qualification. The chosen method for the referred analyses was the historical-critical approach, contextualizing the crisis and privatization process of the Federal Railroad Corporation (RFFSA) and analyzing the relationship of this process to the implantation of the EMAI. First, based on theoretical references pertinent to the subject, we sought to carry out a brief historical survey of the Federal Railroad in Brazil. Then, we also made use of the bibliographic research to bind the local context of our search object and the Professional Education course in Brazil. The realization of semi-structured interviews with ex monitors of the Rail Network School, who were responsible by the beginning of the movement that resulted in the taking-over, allowed deepen the perception about the creation track of EMAI. Last, we sought to situate, historically, the making of the Course of Initial Professional Education Integrated to Elementary School - Final Years - in the modality of EJA, identifying and reflecting on the challenges faced by school managers to offer the modality. For that, we analyzed theoretical references, through bibliographic survey, we interpreted documents placed in school files and we made semi-structured interviews with school managers and teachers. Finally, we understood that EMAI was created on the opposite way of the neoliberal logic of privatization of state institutions occurred in the decade of 1990. Its EJA course, despite presenting technical traits, needs differentiated pedagogical practices, that meet the needs of the EJA and EP, based on integrated work, in an interdisciplinary way. For the actualization of these practices, planning and pedagogical training are fundamental and need to be prioritized by managers and teachers. Besides that, many challenges still remain for the implementation of the of the Course of Initial Professional Education Integrated to Elementary School - Final Years - in the modality of EJA.