Educação profissional na era da flexibilidade : estudo de caso do Projeto Pescar

Abstract

Once labor processes, work patterns and workers educational skills have changed radically in a global scale, the present case study analyses the professional education model used for the corporate milieu and applied in Brazil by the Projeto Pescar. Developed by private companies, public institutions and civil society entities under the coordination of a private non-profit organization, the Projeto Pescar professional educational model operates through a network system aiming to include socially vulnerable youngsters. As a starting point, the notions of flexibility and resilience are taken referring both to individuals and organizations. The problems concerning the labor world and the modernization processes are referenced on the works of Sennett (2006; 2010); Offe (1989); Antunes (2005; 2010); Braverman (1987); Harvey (1998); Giddens, Beck and Lasch (1997) and Baumann (2001), among other authors. The analysis of the relations between individual/society, culture/identity, the power games and the action contexts is based on Bourdieu (2010); Elias (1994); Friedberg (1995) and Cuche (2002). After investigating Projeto Pescar s historical background, turning points, operational forms and relationship with the social actors from its creation in 1976 up to 2012, the concepts of youth/youths and the social vulnerability aspects of the youngsters are discussed and related to interviews conducted as biographical narratives.In conclusion, it is stated that the professional education projects undertaken by private institutions favor the youngsters preparation for life and do facilitate their access to the corporate environment. These actions, however, are merely palliatives. Considering the dimension of the Brazilian challenge, in order to operate essential changes in the basis of the professional education it is necessary that governmental, private and civil society actions converge into a system. Even though the legal framework for this system already exists, this study suggests the need to create more effective connections amongst public schools, universities, companies, the S System institutions and technological centers to turn the technical education in the secondary level more attractive and more adequate to the youths of the XXI century