Trabalho e educação: o sistema estadual de educação integral frente às mudanças do mundo do trabalho na Zona Franca de Manaus

Abstract

This thesis aims to demonstrate the challenges of the state system of full-time education in the face of changes in the world of work, in the Free Trade Zone of Manaus. Starting from the hypothesis that the state system of full-time education precariously fulfills the purpose of qualifying for work, it asks: what response have the schools of this system given to the world of work in the Manaus Free Trade Zone, and what could be expected of them no sense of reconciling comprehensive training and training for the world of work? To answer it, in the process of theoretical investigation, the historical-critical methodology (Maciel; Braga, 2008) was used to interpret classical economic theories (Smith, 1996; Ricardo, 1996; Marx, 2013), neoclassical theories (Jevons, 1996; Menger, 1998; Marshall, 1982; Keynes, 1996; Schultz, 1973a, 1973b; Hayek, 1988, 2010; Friedman, 2014; Bresser-Pereira, 1998) and also the fundamental contributions of Taylor (1990) and Ford (1925). The same methodology was used in the study of official documents and literature by critics of capitalist education (Saviani, 1982, 1986, 2003 and 2007; Frigotto, 1986 and 2012; Kuenzer, 1991; Mourão, 2006 and Oliveira, 2010; Maciel, 2018). Data collection in SINE-AM was tabulated using Excel. And, finally, the analysis of the results was carried out by historical-dialectical materialism (Marx, 1983; Netto, 2011), through which the following conclusions were reached: a) If capitalism works with three conceptions of work: the classic, determined by the factors of production; the neoclassical, determined by demand factors and the mixed, based on the relationship between the two, but determined by demand; and if the Marxist conception is based on the classical conception, however, contrary to liberal conceptions, the work factor is decisive, for the author, an updated analysis of the work/education relationship should work with the mixed conception, having work as a fundamental factor. This indication is based on the fact that, according to the Ministry of Labor and Social Security, secondary education represents 68.2% of workers employed in the North region; 75.3%, in Amazonas, and 71% in Manaus, according to the SINE-AM sampling; b) As a result, Secondary Education should deserve special attention by the public education system, however, this is not the case in Amazonas and, more precisely, in Manaus, where the data reveal complete lack of attention to training for work, both in the Partial Regular Education, as well as Fulltime, evidenced by the comparison between the supply rate of curricular components (7%, in 2008; 0.0%, in 2011; 0.0%, 2014) and the rate of demand for workers (61 %), with secondary education, who needed to complement their training with a private vocational course; c) Now, as it can be seen, therefore, that the transformation of regular partial and full-time Secondary Education does nothing more than add a workload to the curricular components of general education, the two great challenges of Full-time Secondary Education is to reverse the tendency to not attending training for work, out of respect for the social conditions of the subordinate working classes, and providing education in line with changes in the world of work.