Abstract

CHAGAS, Selton Evaristo de Almeida; MARTINS, Lucineia Scremin  and  BARBOSA, Filipe Augusto Couto. The pasts present at The Federal Institutes Integrated High School and (dis)continuities on the (in)determinations of structural duality. Educação. UNISINOS [online]. 2019, vol.23, n.3, pp.559-575.  Epub May 04, 2020. ISSN 2177-6210.  https://doi.org/10.4013/edu.2019.233.11.

The creation of the Federal Institutes (IFs) and its proposal of an Integrated High School (EMI) relighted the debate on the structural duality of the Brazilian public education, i.e., that there would be two types of school, each one intended for certain students according to their origin of class. To map this debate, we made a theoretical and historical incursion in the establishment of the structural duality in the professional education of Brazil, and a systematic review of dissertations and theses defended in the period from 2012 to 2017 concerned about the EMI of the IFs. We conclude that the structural duality persists in the political pedagogical practices adopted in the EMI of the IFs, i.e., advances in the articulation of the professional and the propaedeutic curricula, and in the access and permanence of socially vulnerable young people are still necessary. However, we also evidence that the very constitution of the IF’s already represents an achievement towards an emancipatory education, and an education integrated to the world of work.

Keywords : Structural Duality; Federal Institutes; Integrated High School.

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