{"id":18766,"date":"2023-09-11T15:30:17","date_gmt":"2023-09-11T18:30:17","guid":{"rendered":"https:\/\/cgceducacao.com.br\/?p=18766"},"modified":"2023-09-11T15:30:20","modified_gmt":"2023-09-11T18:30:20","slug":"investimentos-e-escala-desafiam-avanco-do-ensino-tecnico-no-brasil","status":"publish","type":"post","link":"https:\/\/cgceducacao.com.br\/index.php\/2023\/09\/11\/investimentos-e-escala-desafiam-avanco-do-ensino-tecnico-no-brasil\/","title":{"rendered":"Investimentos e escala desafiam avan\u00e7o do ensino t\u00e9cnico no Brasil"},"content":{"rendered":"\n

Investimentos e escala desafiam avan\u00e7o do ensino t\u00e9cnico no Brasil<\/h2>\n\n\n\n

Percentuais de matr\u00edculas na modalidade est\u00e3o distantes de pa\u00edses com sucesso educacional<\/em><\/p>\n\n\n\n

Mat\u00e9ria publicada na Folha de S\u00e3o Paulo em 09\/09\/2023<\/a><\/p>\n\n\n\n

A import\u00e2ncia do ensino t\u00e9cnico<\/a> \u00e9 dos poucos consensos no debate sobre altera\u00e7\u00f5es que devem ocorrer na reforma do ensino m\u00e9dio<\/a>. Os percentuais de matr\u00edculas com esse formato no Brasil est\u00e3o distantes de pa\u00edses com sucesso educacional e de vizinhos com problemas similares aos nossos.<\/p>\n\n\n\n

O avan\u00e7o passa por lidar com desafios legais, exemplificados na reforma do ensino m\u00e9dio, pelo tamanho da rede p\u00fablica e por investimentos.<\/p>\n\n\n\n

A\u00a0\u00c1ustria<\/a>\u00a0lidera em percentual de estudantes do ensino m\u00e9dio matriculados na modalidade, de acordo com dados da OCDE (Organiza\u00e7\u00e3o para a Coopera\u00e7\u00e3o e Desenvolvimento Econ\u00f4mico).<\/p>\n\n\n\n

Enquanto l\u00e1 o \u00edndice \u00e9 de 68% , aqui \u00e9 de 8%, segundo relat\u00f3rio da organiza\u00e7\u00e3o do ano passado com dados de 2020. Os gastos por aluno<\/a> no pa\u00eds europeu chegam a US$ 15,3 mil (R$ 74,9 mil), superando a m\u00e9dia da OCDE (US$ 10,1 mil ou R$ 49,4 mil). No Brasil, s\u00e3o US$ 3.748 (R$ 18,3 mil).<\/p>\n\n\n\n

Infraestrutura \u00e9 um obst\u00e1culo \u00e0 expans\u00e3o. Somente 43% das escolas p\u00fablicas com ensino m\u00e9dio t\u00eam laborat\u00f3rio de ci\u00eancias. Tr\u00eas em cada dez funcionam sem biblioteca<\/a>.<\/p>\n\n\n\n

As discuss\u00f5es sobre a reforma do ensino m\u00e9dio se inspiraram em conclus\u00f5es de especialistas de que a etapa precisa se aproximar dos interesses dos jovens, bem como do mundo do trabalho<\/a>. A proposta, de 2017, estabeleceu que, al\u00e9m de uma base comum, haveria cinco op\u00e7\u00f5es de itiner\u00e1rios de aprofundamento, um deles, o t\u00e9cnico profissional.<\/p>\n\n\n\n

O governo Lula<\/a> (PT<\/a>) trabalha por altera\u00e7\u00f5es no modelo ap\u00f3s cr\u00edticas na implementa\u00e7\u00e3o, iniciada em 2022. H\u00e1 discuss\u00f5es sobre redu\u00e7\u00e3o das op\u00e7\u00f5es desses itiner\u00e1rios, mas a manuten\u00e7\u00e3o do ensino t\u00e9cnico n\u00e3o tem sido questionada.<\/p>\n\n\n\n

Essa previs\u00e3o dentro da estrutura do ensino m\u00e9dio j\u00e1 \u00e9 um avan\u00e7o, avalia o diretor de opera\u00e7\u00f5es do Senai (Servi\u00e7o Nacional de Aprendizagem Industrial), Gustavo Leal. “\u00c9 dif\u00edcil comparar modelos educacionais dos pa\u00edses, mas observamos tend\u00eancias. Uma delas \u00e9 permitir que alunos da educa\u00e7\u00e3o<\/a> b\u00e1sica, principalmente no ensino m\u00e9dio, tenham algum n\u00edvel de integra\u00e7\u00e3o com os cursos t\u00e9cnicos<\/a> de educa\u00e7\u00e3o profissional.”<\/p>\n\n\n\n

O problema dessa integra\u00e7\u00e3o recai na capacidade de as redes de ensino oferecerem a op\u00e7\u00e3o, sobretudo as secretarias de educa\u00e7\u00e3o estaduais, que concentram as matr\u00edculas. O sistema de institutos federais e organiza\u00e7\u00f5es como o Centro Paula Souza, de S\u00e3o Paulo n\u00e3o d\u00e3o conta da demanda.<\/p>\n\n\n\n

Segundo Claudia Costin, presidente do Instituto Singularidades, muitos pa\u00edses apostam nessa modalidade, o que deve ser perseguido pelo Brasil. “A conex\u00e3o do ensino m\u00e9dio com o mundo do trabalho \u00e9 muito importante, porque \u00e9 elitista achar que o objetivo tem de ser entrar na faculdade para ter saberes acad\u00eamicos e entender a sociedade.”<\/p>\n\n\n\n

Costin ressalta a import\u00e2ncia de ter professores que entendam esse fazer t\u00e9cnico e saibam dar aulas, em um cen\u00e1rio onde h\u00e1 d\u00e9ficit de docentes em \u00e1reas b\u00e1sicas.<\/p>\n\n\n\n

Em pa\u00edses como Alemanha<\/a>, Finl\u00e2ndia<\/a>, Col\u00f4mbia<\/a>, Uruguai<\/a> e na \u00c1frica do Sul<\/a>, h\u00e1 uma divis\u00e3o do curr\u00edculo, com uma trilha acad\u00eamica e outra t\u00e9cnica. Na Alemanha e na Su\u00ed\u00e7a<\/a>, o encaminhamento para a educa\u00e7\u00e3o profissional ocorre j\u00e1 no ensino fundamental, segundo o desempenho e a avalia\u00e7\u00e3o dos professores.<\/p>\n\n\n\n

No Brasil, uma grande parcela dos matriculados em ensino t\u00e9cnico de n\u00edvel m\u00e9dio j\u00e1 terminou essa etapa. S\u00e3o 947 mil no chamado subsequente, enquanto h\u00e1 750 mil no m\u00e9dio integrado e 287 mil no concomitante (que \u00e9 realizado, por exemplo, em outra escola).<\/p>\n\n\n\n

Estados Unidos<\/a> e Jap\u00e3o<\/a> t\u00eam formato similar ao do Brasil, apenas com escolas espec\u00edficas. A penetra\u00e7\u00e3o do modelo \u00e9 tamb\u00e9m reduzida nesses pa\u00edses, mostra pesquisa da Universidade de Stanford.<\/p>\n\n\n\n

O mesmo levantamento ressalta que, para al\u00e9m de uma maior flexibilidade curricular (com v\u00e1rios itiner\u00e1rios), a caracter\u00edstica mais importante de sistemas bem-sucedidos \u00e9 a cobertura da educa\u00e7\u00e3o profissional e tecnol\u00f3gica articulada ao ensino m\u00e9dio.<\/p>\n\n\n\n

Gustavo Leal, do Senai, refor\u00e7a a import\u00e2ncia de maior conex\u00e3o com o setor produtivo, porque as tecnologias avan\u00e7am com rapidez. Claudia Costin, que foi diretora de educa\u00e7\u00e3o do Banco Mundial, afirma que uma forma\u00e7\u00e3o t\u00e9cnica s\u00f3lida tem potencial de preparar os jovens para lidar com essa evolu\u00e7\u00e3o.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Investimentos e escala desafiam avan\u00e7o do ensino t\u00e9cnico no Brasil Percentuais de matr\u00edculas na modalidade est\u00e3o distantes de pa\u00edses com sucesso educacional Mat\u00e9ria publicada na Folha de S\u00e3o Paulo em… <\/p>\n","protected":false},"author":1,"featured_media":18767,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36],"tags":[490,536,615,616,136,193],"class_list":["post-18766","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-na-midia","tag-cgc","tag-claudiacostin","tag-ensinotecnico","tag-institutosingualridades","tag-singularidades","tag-tecnologia"],"yoast_head":"\nInvestimentos e escala desafiam avan\u00e7o do ensino t\u00e9cnico no Brasil - CGC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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