Abstract

SILVA, Marta Leandro da  and  INACIO FILHO, Geraldo. Historical and regulatory policy course path of vocational education technical middle level: the 1996 to 2008. Cad. Hist. Educ. [online]. 2016, vol.15, n.2, pp.769-792. ISSN 1982-7806.  https://doi.org/10.14393/che-v15n2-2016-16.

The vocational and technological education constitutes an important element in the socio-economic and regional productive and technological development to demand public policies for basic education and promotion policies related to science and technology, properly, buoyed by effective participatory planning and diagnostic analysis of local / national reality. The relevance of the legislative process in the development / regulatory policies to apply for a review of federal education legislation Stands out. In Brazil, the reform of vocational education legislation and technology developed under the auspices of the Law of Directives and Bases of National Education No. 9.394 / 96, and further additional legislation: Federal Decree 2.208 / 97, the National Councilor Education / Chamber of Basic Education (CNE / CEB) No 04/99, and CNE / CEB No. 16/99.The reform was markedly characterized by Federal Decree No. 2,208 / 97 which determined the dissociation between technical and high school in order to revive the historical dichotomy: general training / exams and training / professional qualification. This decree was goal of severe criticism, especially by interference and distortions brought about the principle of integration / articulation between high school and technical education. Nevertheless, the Federal Decree No. 2,208 / 97 was repealed by publishing the current Federal Decree No. 5,154 / 04. As early as July 16, 2008, is the publication of Law No. 11,741 amending writing articles of chapter of Vocational and Technological Education of LDB No 9394/96. Furthermore, it is contemplated the resumption of the principle of articulation / integration between high school and technical education (vocational education secondary technical mode). Today, we experience 'reform of the reform', and still in search of building a solid legislative body, coherent and able to contemplate the specificity and, concomitantly, the demand for diversity policies / curriculum and related organizations to different training routes to consider the need for training / professional qualification of social subjects (young and citizens workers) in different age groups from the perspective of active citizenship and constant socio-economics changes.

Keywords : Public Policy; Professional Education; Reform of Federal Education Legislation.

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