Resumen:
This paper analyzes the process of implantation and development of the technical
courses offered in the Federal Institute of Education, Science and Technology of
Ceará (IFCE), more specifically on the campuses of Fortaleza, Maracanaú and
Morada Nova through the National Program of Access to Technical Education and
Employment (PRONATEC), the subprogram of which is the Student Education
Scholarship. The goal of this work is to identity the results obtained through the
PRONATEC on the cited campuses, as to the indicators of access, permanence and
success of the educational process of the students, analyzing the factors which
emerged which in some way could have influenced the results obtained. It is a case
study which was orientated by a bibliographical and documental analysis which gave
the basis for the theoretical referential regarding the theme facilitating the
comprehension of relevant aspects about the PRONATEC as a social inclusion
program. We sought to answer in this study the following question: how did the
process of technical professional education at the high school level take place in the
ambiance of the PRONATEC in the courses offered by the IFCE? The analysis of this
issue is the essence of the general goal of this investigation, the specific goals of
which are: explain the trajectory of technical professional education at the high
school level in Brazil relating it to productive and social development; contextualize
the PRONATEC as a social inclusion program investigating the process of
implantation of the technical courses at the high school level offered by this Program
on three campuses of the IFCE; present the results of the indicators of access,
permanence and success as to the educational process of the students benefitted by
the PRONATEC at the IFCE analyzing the possible factors which contributed to the
results obtained. Initially, there is a brief exposition about the history of professional
education in Brazil relating it to productive and social development. There follows an
approach to the program with a focus on the national implantation and in the IFCE
contextualizing it as a program of social inclusion of the Dilma Housseff government.
Finally, an analysis is made of the development of the PRONATEC technical courses
on the campuses researched presenting their results and making an analysis of this
data. In this way one intends to contribute, with this study, to a better comprehension
and reflection about the PRONATEC as a social inclusion program of professional
education through the analysis of its implantation and development process and of
the results obtained in the educational process of its students relating to access,
permanence and success.
