Acerca da descontinuidade das bases conceituais da educação profissional e tecnológica nos cursos em tecnologia do ensino superior do Instituto Federal da Bahia/campus Salvador

Abstract

This research aimed to present possible continuities and discontinuities in the application of the conceptual foundations of Professional and Technological Education (PTE) in the Higher Technology Courses offered by the Federal Institute of Bahia (IFBA), Salvador Campus. The study focused on three higher education programs: (1) Technology in Systems Analysis and Development; (2) Technology in Events; and (3) Technology in Radiology. The investigation employed a qualitative methodological approach, analyzing documentary and regulatory sources related to the pedagogical projects of the courses, using the Institutional Pedagogical Project (PPI) of IFBA as the main parameter for document analysis. From a legal, normative, and hegemonic standpoint, there is a prevailing tendency in higher education towards training professionals for the labor market. The research seeks to address the contradiction of having, within the same educational space, counter-hegemonic educational assumptions coexisting with foundations that sustain a market-driven logic in educational processes. Additionally, semi-structured interviews were conducted with three faculty members, the Directorate of Teaching, the Deputy Directorate of Higher Education, and an educational specialist. The interview questions explored distinctions between the world and the labor market, the conceptual foundations of Professional and Technological Education, principles outlined in IFBA's PPI, and the integral human formation. Discourse Analysis was applied to interpret the responses, revealing gaps in higher education regarding the approach to human formation developed in Integrated High School programs. Regarding the literature review, the study examined Gramsci’s concepts of hegemony, the role of intellectuals, and the influence of the capitalist mode of production on both the intrapsychic apparatus and social interactions. It also considered Mészáros’s radical proposal for a non-reformist education that fosters counter-consciousness, along with the contributions of Brazilian educational theorists grounded in counter-hegemonic frameworks aimed at constructing a worldview opposed to that of capitalist production. Furthermore, the historical development of norms, regulations, and Brazil’s National Education Guidelines and Framework Law was analyzed to assess the advances and setbacks in educational processes shaped by the commercialization of education and its alignment with legislation and the interests of the dominant class. The proposed Educational Product will comprise a set of guidelines to guide the instruction and implementation of a polytechnic and omnilateral model of Professional and Technological Education, grounded in labor as an educational principle.