Resumo

SILVA, Marta Leandro da  e  INACIO FILHO, Geraldo. The historical normative trajectory of the curriculum policies of a technological diploma in Brazil: higher education courses in technology (LDB 4024/61 to 9394/96). Cad. Hist. Educ. [online]. 2018, vol.17, n.3, pp.821-836.  Epub 07-Maio-2019. ISSN 1982-7806.  https://doi.org/10.14393/che-v17n3-2018-12.

This article examines the historical normative trajectory of the curriculum policies of undergraduate technology courses in the context of federal legislation. It is linked to the continuity of doctoral studies, FAPESP (2011/0845608) research, concerning the policies of technological education in the state of São Paulo. It also reports on current Post-Doctoral Research in Education (History of Education) which discusses the public policies of professional and technological education in Brazil. With methodological bases of qualitative research in education, the analysis includes bibliographical and documental research. In the space of this text, documental research was given primary consideration. It focuses on analysis of federal legislation on: I) the first Law of Guidelines and Foundations of National Education (Lei de Diretrizes e Bases da Educação Nacional - LDB) 4.024/61 and complementary legislation of the extinct Federal Education Council (Conselho Federal de Educação - CFE); II) the current LDB 9394/96, and opinions and resolutions of the current National Education Council (Conselho Nacional de Educação - CNE). Through a descriptive analytical and legislative interpretation approach, the aim here was to provide reference for the normatizations of Opinions and Resolutions issued by the CNE. Priority was placed on a study of Opinion CNE/CEB 29/2002 because this document considers the background of technological education in Brazil. As preliminary considerations, the relevance of the state of São Paulo should be noted, primarily through the normative guidelines of the CEE/SP and of the Centro Paula Souza (CPS), in innovation and offer of public professional and technological education in Brazil. Nevertheless, there are still urgent demands in regard to recognition of the particular aspects of undergraduate courses in technological education, as well as the need for vigorous participative and diagnostic planning so as to identify the specific aspects of Brazilian development and correlated formulation of curriculum policies for public professional technological education.

Palavras-chave : Curriculum policies; Historical normative trajectory; Higher education courses in technology; Federal legislation.

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