UMA ANÁLISE CRÍTICO-DIALÉTICA SOBRE A FORMAÇÃO HUMANA INTEGRAL E A DIVERSIDADE SOCIAL NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Abstract

This study analyzes the historical trajectory and inclusive potential of Vocational and Technological Education (VTE) in Brazil, investigating the transition from a technical functionalist model to a perspective of integral and emancipatory human formation. The research adopts a qualitative methodology, guided by a critical dialectical approach, based on a bibliographic survey and documentary analysis of legal frameworks, institutional documents of the Federal Network, and official statistical data. The theoretical framework draws on the concepts of omnilateral formation and polytechnic education, informed by authors such as Saviani, Kosik, and Mészáros, and articulated with an examination of the Brazilian legal framework, especially Law No. 11,892/2008 and the Brazilian Inclusion Law. The analysis reveals contradictions between the formal right to inclusion and its material realization in VTE, expressed in the conditions of access, retention, and success of historically marginalized groups, including Youth and Adult Education students, women, Black and Indigenous populations, LGBTQIAPN+ individuals, and People with Disabilities. The results indicate that the expansion of access alone does not ensure integral formation, highlighting the persistence of the duality between "doing" and "thinking." The study concludes that consolidating a democratic VTE requires overcoming the logic of instrumental training through a transformative teaching praxis that integrates labor, science, and culture in defense of human dignity and social justice.