<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2022000301174</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trabalho e educação: concepções das políticas para EPT e dos alunos do ensino médio integrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Work and education: conceptions of policies for EFA and integrated high school students]]></article-title>
<article-title xml:lang="es"><![CDATA[Trabajo y educación: concepciones de políticas para EPT y estudiantes de secundaria integrados]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[KAMYLLA PEREIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Anápolis GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1174</fpage>
<lpage>1200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo dessa pesquisa é compreender a concepção de educação e trabalho dos alunos dos cursos técnicos integrados do Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), Campus Anápolis, e empreender uma análise a respeito da concepção de trabalho e educação contida nas políticas educacionais voltadas para a Educação Profissional e Tecnológica (EPT) desde a LDB/1971 até a Reforma do Ensino Médio de 2017 (Lei 13415/2017), levando-se em consideração como a teoria do capital humano influencia as formas de percepção da educação e do trabalho nas políticas educacionais para a EPT. Conhecer essas concepções irá contribuir para o estudo e implementação de ações voltadas para fortalecer um conceito de EPT que vá além da preparação pura e simples para o mercado de trabalho, como requer o ideário neoliberal. Trata-se de um estudo de natureza qualitativa, do tipo exploratório, descritivo e analítico, desenvolvida em duas fases: fase 1, revisão bibliográfica e análise documental, e fase 2, pesquisa de campo. De forma geral, percebe-se que as políticas voltadas para a EPT no Brasil se adequam aos imperativos da Teoria do Capital Humano, tendo como base uma concepção de educação e trabalho limitada que se refere apenas ao atendimento dos ditames do mercado capitalista. Os alunos participantes da pesquisa têm dificuldades em compreender a EPT e o trabalho em uma perspectiva mais crítica. O que não acontece com a educação; esta é vista como fundamental para emancipação, desenvolvimento da autonomia e da crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research is to understand the conception of education and work of the students of the integrated technical courses of the Federal Institute of Education, Science and Technology of Goiás (IFG) Campus Anápolis and to undertake an analysis regarding the conception of work and education contained in the educational policies focused on Vocational and Technological Education (EPT) from the LDB/1971 to the 2017 High School Reform (Law 13415/2017), taking into account how the theory of human capital influences the ways in which education and work are perceived in educational policies for EFA. Knowing these concepts will contribute to the study and implementation of actions aimed at strengthening a concept of EPT that goes beyond pure and simple preparation for the job market, as required by neoliberal ideology. This is a qualitative study, exploratory, descriptive and analytical, developed in two phases: phase 1 - bibliographic review and document analysis and phase 2 - field research. In general, it can be seen that policies aimed at EPT in Brazil are in line with the imperatives of the Theory of Human Capital, based on a concept of limited education and work, which refers only to meeting the dictates of the capitalist market. Students participating in the research have difficulties in understanding EFA and work in a more critical perspective. What does not happen with education, is seen as fundamental for emancipation, development of autonomy, of criticism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación es comprender la concepción de la educación y el trabajo de los estudiantes de los cursos técnicos integrados del Instituto Federal de Educación, Ciencia y Tecnología de Goiás (IFG) Campus Anápolis y realizar un análisis sobre la concepción del trabajo y educación contenida en las políticas educativas enfocadas en la Educación Profesional y Tecnológica (EPT) desde la LDB/1971 hasta la Reforma de la Enseñanza Media de 2017 (Ley 13415/2017), teniendo en cuenta cómo la teoría del capital humano influye en las formas en que la educación y el trabajo se perciben en las políticas educativas para la EPT. El conocimiento de estos conceptos contribuirá al estudio e implementación de acciones encaminadas a fortalecer un concepto de EPT que vaya más allá de la pura y simple preparación para el mercado de trabajo, como lo exige la ideología neoliberal. Se trata de un estudio cualitativo, exploratorio, descriptivo y analítico, desarrollado en dos fases: fase 1 - revisión bibliográfica y análisis de documentos y fase 2 - investigación de campo. En general, se puede ver que las políticas dirigidas a la EPT en Brasil están en línea con los imperativos de la Teoría del Capital Humano, basada en un concepto de educación y trabajo limitado, que se refiere solo a atender los dictados del mercado capitalista. Los estudiantes que participan en la investigación tienen dificultades para comprender la EPT y trabajar en una perspectiva más crítica. Lo que no sucede con la educación, se ve como fundamental para la emancipación, el desarrollo de la autonomía, de la crítica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional e Tecnológica.]]></kwd>
<kwd lng="en"><![CDATA[Work]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Professional and Technological Education]]></kwd>
<kwd lng="es"><![CDATA[Trabajo]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional y Tecnológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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