FORMAÇÃO INTEGRAL E INCLUSIVA NA EPT: REFLEXÕES A PARTIR DA ABORDAGEM CRÍTICA

Abstract

This article investigates the contributions of the critical approach to the consolidation of a comprehensive and inclusive Professional and Technological Education (EPT), using the work-education relationship and the legal frameworks that guide this modality as a reference. The study problematizes the technicist tendency in professional training, questioning how a critical perspective can foster students' social and political awareness, overcoming the logic of mere employability. The objective is to evaluate how this approach contributes to a comprehensive education, identifying the challenges faced by educators in this process. The methodology consists of qualitative bibliographic research, based on a systematic literature review and documentary analysis of laws, guidelines, and relevant academic productions. The results indicate that overcoming the fragmented teaching model depends on the dialectical articulation between: work as an educational principle, the intentional defense of public policies guided by equity, the role of the educator as a critical mediator, and the adoption of interdisciplinary and collaborative pedagogical practices. It is concluded that the effectiveness of an emancipatory EPT requires curriculum integration and a commitment to inclusion, understood not only as access but as a transformation of the school environment into a dialogical and diverse ecosystem, capable of forming autonomous and critical citizens.