IDENTITIES AND SCHOOL CULTURES OF INTEGRATED SECONDARY EDUCATION GRADUATES AT IFTM CAMPUS PATROCÍNIO

Abstract

The route of professional education in Brazil is characterized by educational duality, which relegates workers to precarious work-oriented training, while ensuring elites a complete education. In a context where there are attacks on the project of a democratic, inclusive and universal school, it is necessary to understand the identities and the role of institutions and people in strengthening education. The objective of this article is to analyze the school cultures of integrated secondary education graduates, based on their narratives and memories, and their contribution to the construction of identities at the IFTM Campus Patrocínio. This is a qualitative approach. Data has been obtained through a questionnaire applied to graduates of technical courses integrated secondary education, entering between 2014 and 2021, were submitted to content analysis methodology. The perceptions captured in the narratives of subjects were articulated to the concepts of school culture, memory and identity, considering the principles and concepts of integrated secondary education. In the conjuncture of educational policies that serve the market, to the detriment of the concretization of the universal school and omnilateral training project, it can be deduces that consolidating the teaching of an integrated method of professional education also depends on the valorization of life trajectories, incentive to participate and understanding the identities of all the actors and actresses of the academic community, especially students and graduates.