Políticas educacionais para a educação tecnológica: a proposta do Curso Superior de Tecnologia em Gestão de Recursos Humanos da FAP e o histórico dualismo da educação brasileira

This study examined the public policies for Professional Education and Technology and its influence on the design of educational technology in the Studied Human Resource Management, Faculty of Pará, and in particular, as this course is presented before the historic dual process provision of education in Brazil. Thus, we analyzed the content of public policies for professional and technological education in Brazil from the 1990s. We used the procedures of qualitative research, using interviews and document analysis, to analyze our object. The hypothesis that the policies of professional and technological education in our country require specific training for work and seek to shape the basic social class, proprietary and non-proprietary, and the Course of High Technology in Human Resource Management To strengthen the Faculty of the same political-pedagogical perspective. I reviewed the documents that standardize the courses of higher technology in Brazil, the pedagogical and curricular design of the course in question and the discourse of teachers, technicians, managers and graduates of the institution in light of authors identified with the historical materialism. We note that both documents normalizing the Brazilian professional education technology as those that define the structure of the course studied at the Faculty of Para has been targeted for the development of "doing", the "know-how", not giving an account of the scientific basis of this do and not a formation which considers the historical and social relations in which it is inserted. Thus, the direction given to the training of technologists is, fundamentally, the ability to promote learning of specific technological processes, encouraging the production and scientific-technological innovation and its applications in the world of work aiming at the development of professional skills technology, general and specific. We conclude our study with the conviction that the content of policies for professional education and technology and the Course of ...