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Revista Exitus

versão On-line ISSN 2237-9460

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AMORIM JUNIOR, Jorge Washington de  e  URNAU, Lílian Caroline. SENSES OF VOCATION EDUCATION INTEGRATED TO SECONDARY SCHOOL ASCRIBED BY STUDENTS. Rev. Exitus [online]. 2020, vol.10, e020033.  Epub 30-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1257.

This paper aims at analyzing the senses that students ascribe their education in a Vocational Course Integrated to Secondary School. In the light of the Historical-Cultural Psychology framework and by the use of semi-structured interviews, we conducted a research with four adolescents, students of the last year of the Building Technician Course at the Federal Institute of Education, Science and Technology of Rondônia (IFRO). The results show that the contradictions pass through the vocational education offered and received by students, since it aims at preparing them to the world of work and, as well as, helping them to be prepared to access and continue schooling in higher education. It has been possible to observe that the structural duality significantly affects how students ascribe senses to their education, as they believe to be ahead in the competitive scenario of the world of work, and, at the same time, they perceive disadvantages to access Higher Education. In a Vocational course, the focus is on technical knowledge, Instead of the propaedeutic education, in the case of this research such knowledge regards to civil engineering and architecture, for instance. Furthermore, the prevalent senses on their education revealed the contrast between educational opportunities and perspectives for their future for those young people from the popular strata. They consider the excess of study activities and demands as possibilities for developing greater autonomy and responsibility, understood as important requirements in competitive insertion.

Palavras-chave : Adolescence; Vocational Education integrated to Secondary School; Senses.

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