INTERIORIZAÇÃO DA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: ABRANGÊNCIA GEOGRÁFICA DO ENSINO MÉDIO INTEGRADO DO IF GOIANO - CAMPUS IPORÁ

Abstract

The Expansion Plan for the Federal Professional Education Network, created by the Federal Government at the end of 2005, aimed to expand the presence of Professional and Technological Education (PTE) throughout the national territory. This public policy was intensified from 2008 onwards with the creation of the Federal Institutes of Education, Science and Technology (FIs), including the Goiano Federal Institute – Campus Iporá. Thus, the general goal of this work was to analyze the area covered by the integrated technical courses at the Goiano Federal Institute - Campus Iporá between 2011 and 2020. To this end, this study provides a brief contextualization of the memory of PTE in Brazil; the Expansion Plan for the Federal Professional Education Network; the creation of Goiano FI and its Iporá Campus and, finally, an analysis of the scope of Integrated High School in the first 10 years of operation of the Campus. Therefore, it is a research, with a quantitative approach, of the institutional case study type. To meet the general objective of the research, secondary data analysis was used, using descriptive and inferential statistics, based on the information passed on at the time of enrollment by those entering technical courses integrated into High School, at the Iporá Campus. The results demonstrated that Integrated High School had, between 2011 and 2020, a coverage area in 24 municipalities, within the micro-regions of Iporá (86.5%), Aragarças (9%) and Southwest of Goiás (3.4 %) and the Center, Northwest and South mesoregions of Goiás. The institution contributed to the access of 1,089 students to four courses offered within three technological axes, with 77% of them residing in the city of Iporá and 22% in other municipalities. The entrants are mostly female (54.2%), resident in the urban area (96.1%) and in the municipality of Iporá (77%), from public schools (75.6%), mixed race (54 %) and their social origin comes from families with income between 0.5 and 1 minimum wage per capita (32.9%). It was found that Campus Iporá has served its region with regard to the democratization of access to quality public professional education offered through integrated secondary education. However, the research revealed that the distance between the student's city of origin and the city where Campus Iporá is located directly influenced the number of entrants, particularly students from public schools, especially females. Therefore, the expansion of this service depends on the strengthening of public student assistance policies on campus, especially those related to mobility, food and housing.