A CONCEPÇÃO POLÍTICO-PEDAGÓGICA DA ESCOLA DO FUTURO SARAH LUÍSA LEMOS KUBITSCHEK DE OLIVEIRA

Abstract

This article analyzes the Political-Pedagogical Project (PPP) of the "Escola do Futuro do Estado de Goiás Sarah Luísa Lemos Kubitschek de Oliveira" to determine if its framework contributes to overcoming an education model strictly focused on the job market and promotes the omnilateral formation of students. Based on a theoretical review of the historical duality in Brazilian education, which separates preparatory from vocational training, the study engages with authors such as Gramsci, Saviani, and Frigotto. The methodology is qualitative and exploratory, employing documentary analysis of the school's PPP. The findings indicate that the institution's pedagogical proposal diverges from the benchmarks of the Federal Network of Vocational and Technological Education, failing to address the debate on educational duality. Instead, it prioritizes active methodologies and a market-oriented competency model focused on employability and short-term courses, such as training and qualification. The study concludes that the "Escola do Futuro" model, by offering technical education only concurrently rather than in an integrated manner, reinforces the fragmentation of knowledge and does not advance toward a comprehensive human formation.