<?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>S1981-416x2022000300996</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Origem, expansão e interiorização da Educação Profissional e Tecnológica no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Origin, expansion and interiorization of Vocational and Technological Education in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CORRêA FILHO]]></surname>
<given-names><![CDATA[ITAMAR DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAIXãO]]></surname>
<given-names><![CDATA[JAIRO ANTôNIO DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[MARLICE DE OLIVEIRA E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Viçosa  ]]></institution>
<addr-line><![CDATA[Viçosa MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Viçosa  ]]></institution>
<addr-line><![CDATA[Viçosa MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></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>996</fpage>
<lpage>1022</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000300996&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000300996&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000300996&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Educação profissional e tecnológica assume nos últimos anos um importante papel de transformação social e de construção da cidadania de vários jovens e adultos brasileiros. Porém, os Institutos Federais ainda assumem para o capital a imagem de instituição de ensino que tem como finalidade atender prioritariamente à formação e à certificação de mão de obra para o mercado de trabalho local. Assim, para compreender os caminhos e as perspectivas futuras da Educação profissional e tecnológica é fundamental conhecer e interpretar sua historicidade e entender a conjuntura social, econômica e política em que a Rede Federal e os Institutos Federais se constituíram. O presente estudo teve como objetivo realizar uma retrospectiva sobre os avanços e os retrocessos da Educação profissional e tecnológica no Brasil, considerando o período compreendido entre o Brasil Império até o fim do governo do presidente Michel Temer (2018), e, por meio desses dados, analisar os caminhos e as perspectivas futuras da Educação profissional e tecnológica no país. Destacou-se as transformações significativas que marcaram a Educação profissional e tecnológica no governo do presidente Luiz Inácio Lula da Silva. Em conclusão, notou-se uma considerável evolução social e educacional com os processos de expansão e de interiorização da Rede Federal, em que o principal objetivo foi reduzir os abismos educacionais nos processos formativos de jovens e adultos brasileiros. Todavia, compreende-se ainda as dificuldades impostas pelo atual governo e pelo sistema capitalista para a continuidade de um projeto educacional audacioso e necessário para o ensino profissional no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, professional and technological education has played an important role in social transformation and in building the citizenship of several Brazilian youth and adults. However, the Federal Institutes still assume for the capital the image of an educational institution whose purpose is to give priority to the training and certification of labor for the local labor market. Thus, in order to understand the paths and future perspectives of Vocational and Technological Education, it is essential to know and interpret its historicity and understand the social, economic and political conjuncture in which the Federal Network and the Federal Institutes were constituted. This search aims to carry out a retrospective on the advances and setbacks of professional and technological education in Brazil, considering the period between the Brazil Empire until the end of the government of President Michel Temer (2018), and through these data, to analyze the paths and future perspectives of vocational and technological education in the country. The significant transformations that marked professional and technological education in the government of President Luiz Inácio Lula da Silva were highlighted. In conclusion, a considerable social and educational evolution was noted with the expansion and internalization processes of the Federal Network, in which the main objective was to reduce the educational gaps in the training processes of Brazilian youth and adults. However, it is still understandable the difficulties imposed by the current government and the capitalist system for the continuity of an audacious and necessary educational project for professional education in Brazil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, la educación profesional y tecnológica ha jugado un papel importante en la transformación social y en la construcción de la ciudadanía de varios jóvenes y adultos brasileños. Sin embargo, los Institutos Federales siguen asumiendo para la capital la imagen de una institución educativa cuyo propósito es dar prioridad a la formación y certificación de mano de obra para el mercado laboral local. Así, para comprender los caminos y perspectivas futuras de la Educación Profesional y Tecnológica, es fundamental conocer e interpretar su historicidad y comprender la coyuntura social, económica y política en que se constituyeron la Red Federal y los Institutos Federales. Esta investigación tiene como objetivo realizar una retrospectiva sobre los avances y retrocesos de la educación profesional y tecnológica en Brasil, considerando el período comprendido entre el Imperio de Brasil hasta el final del gobierno del presidente Michel Temer (2018), y a través de estos datos, analizar la los caminos y perspectivas futuras de la educación vocacional y tecnológica en el país. Se destacaron las significativas transformaciones que marcaron la educación profesional y tecnológica en el gobierno del presidente Luiz Inácio Lula da Silva. En conclusión, se observó una evolución social y educativa considerable con los procesos de expansión e interiorización de la Red Federal, en la que el objetivo principal fue reducir las brechas educativas en los procesos de formación de jóvenes y adultos brasileños. Sin embargo, todavía es comprensible las dificultades impuestas por el actual gobierno y el sistema capitalista para la continuidad de un proyecto educativo audaz y necesario para la formación profesional en Brasil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional e tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Dualidade de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Institutos Federais.]]></kwd>
<kwd lng="en"><![CDATA[Professional and technological education]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Teaching duality]]></kwd>
<kwd lng="en"><![CDATA[Federal Institutes]]></kwd>
<kwd lng="es"><![CDATA[Educación profesional y tecnológica]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Dualidad de la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Institutos Federales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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