A política de educação profissional do estado do Ceará na perspectiva da responsabilidade social

Abstract

This study is positioned amid the Brazilian current context of development and expansion of the Professional Education policy integrated to high school. The State of Ceará has implemented a network of Professional Schools since 2008 and has faced financial challenges related to the maintenance and expansion of seats in this school modality. This led us to research about the companies that offer internships in the scope of the Professional Education Policy of the State of Ceará. Our main objective: to analyze the Professional Education Policy of the State of Ceará (20082014) based on the perception of the companies that offer internship to students of this school system aiming the perspective of social responsibility. In order to achieve this main goal we have developed a methodological framework that uses exploratory techniques when taking into account the object's content; bibliographical and documentary sources in order to construct a procedure to collect information, embodied in a structured questionnaire; qualitative measures to study the nature of gathered data; and field exercises to capture inputs for subsequent analysis.Through the methods above we intend to study national documents that regulate Education at the country level, as the Federal Constitution (1988), the National Educational Bases and Guidelines Law (LDB, No. 9.394/96), the Fellowship-Scholarship Law (No. 11.788/2008), the Base Document for the Integration of Secondary Level Professional Education to High School (2007) and the CNE/CEB Opinion No. 39/2004. Furthermore, Ceará's state policies aimed at normatize the local Professional Education, as the Establishment of Professional Education Schools at the State Level Law (No. 14.273/2008), will also be taken into account. We will start from studies of Fonseca (1961), Garcia (2009), Freitas (2014), Ciavatta and Ramos (2015) and Jost and Schlesemer (2015), with the intention of understanding our object of study in a more profound way. The studies of Gonçalves (2003) and Severino (2007) will then support our methodological outlines. Borger (2001) and Rico (2004) will support the reflections related to social responsibility issues. Once the analysis is concluded (and assuming the incorporation of the social responsability issue as a valid perspective by the interviewed organizations), we therefore present an action plan to Ceará's Education Department containing effective suggestions in order to reduce public expenditure and to expand Professional Education on that State, in line with National Education Plan (2014-2014) guidelines and measures.