FEDERAL INSTITUTES, INTEGRATED HIGH SCHOOL, AND THE TEACHER'S ROLE: REFLECTIONS IN AN ADVERSE HISTORICAL EDUCATIONAL CONTEXT

Abstract

This article, using bibliographic and documentary research, aims to discuss the relevance of the Federal Institutes of Education, Science, and Technology for maintaining comprehensive human formation (formação humana integral) as an educational possibility for the children of the working class, especially through the offering of Integrated High School (EMI), despite the constant threat of this purpose being distorted by the logic of capital that governs society. We highlight how the clash between the hegemonic and conservative sectors of our society and the counter-hegemonic and progressive wing has historically, since colonial Brazil, permeated and determined the trajectory of Professional and Technological Education (EPT) in the country, which implies various challenges for the omnilateral conception of education. We seek to demonstrate, in this sense, that the Federal Institutes can be considered counter-hegemonic and resistance spaces against the inherent risks of capital interests, contributing to an educational and societal model more aligned with the interests of the workers. We conclude by emphasizing the need for better preparation of teachers to work in EPT, so that they better understand their role within the context of the Federal Institutes and in the defense of comprehensive formation.