As escolas do futuro do Estado de Goiás: uma nova proposta educacional?

Abstract

Vocational and Technological Education (VTE) in Brazil is a field of historical disputes between comprehensive education and qualification for the job market. In Goiás, the emergence of the Goiás State Schools of the Future (EFGs), resulting from an atypical inter-institutional agreement that allows flexible work contracts, raises questions about their conceptions. This dissertation investigates whether the political, administrative, and pedagogical conceptions of the EFGs inaugurate a new model of VTE or adapt those already consolidated in the Federal Network of Professional, Scientific, and Technological Education. The central hypothesis is that the EFGs diverge from the Federal Network. While the Federal Network consolidates a state project focused on full citizenship, under the aegis of comprehensive human development, and institutional stability, the EFGs emerge as a crisis management device, prioritizing agility, technological aesthetics, and immediate employability. This does not necessarily represent a negation of the federal model, but rather a functional specialization that carries advantages (agility, youth attraction, focus on employment) and disadvantages (precarious teacher training, fragmented education) inherent to its own flexible nature. The study aims to analyze these conceptions, identifying ruptures and continuities from the perspective of public policies, power relations, and state reforms. The methodology is qualitative, exploratory, and analytical-comparative, based on the documentary analysis of PPPs, PDIs, agreements, and legislation of the Luiz Rassi, Basileu França, and José Luiz Bittencourt Elementary Schools. The theoretical framework integrates classic authors from critical pedagogy and political science, seeking to unveil the implications of this model for public education.