A consolidação da Educação e Formação Profissional na Escola Secundária nos últimos 50 anos em Portugal
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Data
2011
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Edições Universitárias Lusófonas
Resumo
Ao longo das últimas cinco décadas, temos assistido a uma presença, cada
vez mais consistente, do ensino profissionalmente qualificante no sistema
educativo português. A actual abertura das escolas secundárias da
rede pública à educação e formação profissional tornou-se um facto incontornável,
com a última revisão curricular do ensino secundário a permitir
um arrojado salto no seu desenvolvimento, ao qual não é alheia a
sua crescente valorização e consolidação no contexto da acção educativa.
A procura da educação, nomeadamente de características técnico-profissionais,
torna-se mais intensa a partir dos anos 1960 - é a fase em que a teoria do
capital humano se torna o modelo dominante nos sistemas educativos internacionais,
privilegiando a correlação entre investimento no ensino e a expansão
da economia, com grandes reflexos em Portugal, e que se materializa, em 1973,
Mas, a partir dos anos 1980, o discurso político volta a ser fortemente marcado
pela ideologia dos recursos humanos, o que faz da qualificação profissional um
elemento naturalmente integrante da política educativa portuguesa. Este traço,
acentua-se ao longo das décadas que se seguem, repercutindo-se nas várias
reformas das políticas educativas que, entretanto, vão surgindo, culminando na
Reforma do Ensino Secundário, em 2004, cujos objectivos assumem plenamente
a importância do ensino profissionalmente qualificante, com uma expressão
no sistema educativo mais intensa que nunca.
Over the last five decades we have witnessed the growing of the vocational education in the Portuguese education system. Vocational Education in Secondary Schools has become a fact, with the last reform of the curriculum in secondary education allowing a big development, due, in part, to the increasing importance and consolidation in the context of educational action. The demand for education, namely of technical and professional characteristics, has become more intense since the Sixties – it is the phase where the theory of human capital becomes the dominant model in international education systems, focusing on the correlation between investment in education and expansion of the economy, with major consequences in Portugal, which is materialized in 1973, with the Veiga Simão Reform, who takes a decisive step to establish a program to modernize the Portuguese education system, centralizing the role of vocational training in the education system. This reform was interrupted with the fall of the political regime that followed the 25 of April, 1974 and business and technical education was extinct, with an educational policy supported on democratic principles that framed the school and its organizational culture. In the 80’s the political speech is again back to being strongly influenced by the ideology of human resources, making the vocational training an element of educational policy in Portugal. This characteristic is accentuated over the decades that follow, reflecting on the various reforms of the educational policies that, however, arise, culminating in the Reform of Secondary Education in 2004 witch objectives totally assume, in an expression never seen until then, the importance of vocational training
Over the last five decades we have witnessed the growing of the vocational education in the Portuguese education system. Vocational Education in Secondary Schools has become a fact, with the last reform of the curriculum in secondary education allowing a big development, due, in part, to the increasing importance and consolidation in the context of educational action. The demand for education, namely of technical and professional characteristics, has become more intense since the Sixties – it is the phase where the theory of human capital becomes the dominant model in international education systems, focusing on the correlation between investment in education and expansion of the economy, with major consequences in Portugal, which is materialized in 1973, with the Veiga Simão Reform, who takes a decisive step to establish a program to modernize the Portuguese education system, centralizing the role of vocational training in the education system. This reform was interrupted with the fall of the political regime that followed the 25 of April, 1974 and business and technical education was extinct, with an educational policy supported on democratic principles that framed the school and its organizational culture. In the 80’s the political speech is again back to being strongly influenced by the ideology of human resources, making the vocational training an element of educational policy in Portugal. This characteristic is accentuated over the decades that follow, reflecting on the various reforms of the educational policies that, however, arise, culminating in the Reform of Secondary Education in 2004 witch objectives totally assume, in an expression never seen until then, the importance of vocational training
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, REFORMAS EDUCATIVAS, EDUCATION REFORMS, FORMAÇÃO PROFISSIONAL, VOCATIONAL TRAINING, ENSINO PROFISSIONAL, PROFESSIONAL EDUCATION