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RESUMO Neste artigo analisamos os aspectos socioeconômicos e ideológicos da política educacional nacional para a educação profissional no Brasil em período recente (2003-2013). Buscamos compreender as justificativas e os argumentos sustentadores das proposições governamentais apresentadas para a implementação e a operacionalização das ações e programas para as políticas públicas de educação profissional. Assim, examinamos alguns aspectos dessas justificativas e argumentos socioeconômicos e ideológicos que consideram a existência de deficiências formativas da força de trabalho e que, desse modo, estariam produzindo insuficientes condições operacionais e funcionais para atender a demandas dos setores produtivos e, consequentemente, elevar a escolarização, a qualificação e a renda salarial no país.

RESUMO: Este artigo analisa as relações e mediações entre o Estado e a política pública de educação profissional, buscando compreender os argumentos socioeconômicos, político-educacionais e ideológicos para a implantação do Programa Nacional de Acesso ao Ensino Técnico e ao Emprego (Pronatec), criado no governo da presidente Dilma Rousseff, com destaque para o pressuposto de que há maior exigência de qualificação profissional dos jovens e adultos para as ocupações no mercado de trabalho, requeridas pelos setores econômicos diante do contexto das políticas macroeconômicas implementadas no Brasil e da competitividade requerida pela globalização econômica.Palavras-chave: Educação profissional. Pronatec. Qualificação profissional. Professional education policies in Brazil: socioeconomic and ideological aspects for Pronatec's implantationABSTRACT: This article analyses the relations and mediations between the State and public professional education policies, in order to understand the socioeconomic, political-educational and ideological arguments used to justify the implementation of Pronatec -National Program for Technical Education and Employment Access. This program was created by president Dilma Rousseff's government, based on the assumption that there is a higher demand for professional qualification of adults and young people regarding occupations in the labor market that are required by the socioeconomic sectors in face of the macroeconomic policies which have been implemented in Brazil, and also due to the competitiveness required by economic globalization.

ResumoEste trabalho pretende-se analisar as relações/mediações entre Estado, mercado e força de trabalho e a política pública de educação profissional, buscando compreender e examinar os motivos socioeconômicos e políticos e as razões educacionais e teórico-ideológicas da política educacional paranaense, com ênfase para a implementada a partir do ano de 2003, particularmente nos governos de Roberto Requião e Beto Richa. Os objetivos delimitados como problema de estudo são: a) Estudar o referencial teórico que trata da relação entre Estado, mercado e força de trabalho e política pública de educação profissional para compreender aspectos socioeconômicos e políticos e as razões educacionais e teórico-ideológicas que ancoram essa questão, na implementação da política pública para a educação profissional no Estado do Paraná; b) Identificar as principais políticas públicas de educação profissional, no período recente, pós 2003, implementadas nos governos de Roberto Requião e Beto Richa no Estado do Paraná; c) Examinar as relações entre Estado, mercado e força de trabalho e política pública de educação profissional, buscando compreender as mediações que justificam os motivos socioeconômicos e políticos e as razões educacionais e teórico-ideológicas da política educacional para a educação profissional implementada no Estado do Paraná. Palavras-chave: Estado e política pública de educação profissional. Política educacional paranaense. Governos Roberto Requião e Beto Richa.Abstract: State and public policies of professional education: the social economic and political motives and the educational theoritical-ideological reasons of the educational policies of Paraná. The main focus of this paper is to analyze the relations/mediations between the State, the market and labor force, and the professional educational public policy, seeking to comprehend and examine the social economic and political motivations and the educational and theoretical-ideological reasons of the educational policies of Paraná with emphasis on the one implemented since 2003, in particular the ones from Roberto Requião's and Beto Richa´s government. The main focus is on the delimitation of the studied problem: a) To study the theoretical referential concerning the relations between the State, the market and the labor force and the public professional education policies to comprehend the social economical and political aspects and the educational and theoretical-ideological reasons that anchor this issue for the implement of public policies to the professional education in Paraná State. b) To identify the key public policies for the professional education along the recent period initiated in 2003, implemented in Roberto Requião's and Beto Richa's government in Paraná State. And c) to examine the relations between State, market and labor force and professional education public policies trying to comprehend the mediations that justify the social economic and political motives and the educational and theoretical-ideological reasons of the educational policie...

In this paper we analyze the national education reforms undertaken in Brazil from 1995 to 2002, particularly the national education policies for secondary and professional teaching, with IDB external financing. In the first chapter we seek to understand the Brazilian economic development and its implications in the State constitution and its articulations with the financial capital, as a form of knowing the relationship that constituted it historically. In the second chapter, we intend to understand the presuppositions and liberal justifications, particularly of those who where in power from 1995 to 2002, to lead to the discussion of the implications and of the unfolding generated with the implementation of the national education policies for secondary and professional teaching, especially the national curricular guidelines for high school and technical-professional teaching and the following national programs: PROEP -Program of Expansion of the Professional Education, regulated by the Ministry of Education jointly with the Labor Department and with an approximate 250 million dollars external loan acquired at IDB and with a 250 million dollars national compensation, totaled up 500 million dollars, approved in November of 1997, and PROMED -Program of Improvement and Expansion of the Secondary Teaching -Project Young School, regulated by MEC (Education Ministry), with a 1 billion dollars resource, being 500 million dollars originated from an external loan with IDB and the national compensation and the other 500 million dollars approved in November of 1999. In the third chapter we retake the exam of the implications of the external financing to Brazilian education, looking for understanding it as one of the components of the structural adjustments imposed by the international financial agencies (IDB, World Bank and IMF), and analyze the external financing for the PROEP and PROMED programs. Finally, we accomplish some considerations and discussions about the determinations of the Brazilian educational policies while we examine how the reforms undertaken are sustained and consolidated, verifying the financial and institutional reasons and the economic and ideological reasons that engender them, under the protection of the financial capital and anchored in a state and privatizing policy, sustained by the (neo) liberals. VIII IX A Maria Lúcia e a Ana Carolina X XI AGRADECIMENTOS Maria Elizabete Sampaio Prado Xavier pela orientação dedicada, pelo incentivo e apoio pessoal e intelectual imensuráveis e pela generosidade na convivência.