Redalyc.Vocational Higher Education and Training in Brazil and The

Olhar de Professor ISSN: 1518-5648 [email protected] Departamento de Métodos e Técnicas de Ensino Brasil

Zapparoli Domenes, Irene; Zapparoli Vinicius Domenes, Ferdinando Vocational Higher Education and Training in Brazil and the Quality Control Olhar de Professor, vol. 7, núm. 1, 2004, pp. 161-186 Departamento de Métodos e Técnicas de Ensino Paraná, Brasil

Available in: http://www.redalyc.org/articulo.oa?id=68470112

How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Vocational Higher Education and Training in Brazil and the Quality Control

Cursos Seqüenciais no Brasil e o Contro- le de Qualidade

Irene Domenes ZAPPAROLI* Ferdinando Vinicius Domenes ZAPPAROLI**

ABSTRACT

This research focuses the sequential courses, a way of vocational higher education introduced in Brazil in 1999. The aim of this study is to show a general overview on vocational education in Brazil, the development of sequential courses, about the Brazilian universities and the representative institutions of category (syndicates, regional counseling, federations and confederations) and the quality control. These courses, with two years lasting, were implemented to develop in the students older than sixteen the professional background. These sequential courses are in the beginning phases of implementation, so there are not researches about them yet. However, the interest in sequential courses is increasing since they were implemented. Data from Ministry of Education point that in 1999 were offered one hundred seventy-eight courses in Brazil, meantime in 2002 the offering was six hundred twelve courses. Although the data show the sequential courses have been well accepted by Brazilian students, it is not possible to notice, if they fulfill the students’ expectations. The methodology to this work was developed through a bibliographic review about vocational education. Beyond the students, this research considers other important institutions or involved elements with this pattern of education and sequential courses, among them the government, the representative counseling of category, the teachers and the universities. We observed that there are many relevant questions those deserve some reflection related to different parts of these courses such as: a) the lack of links between the Ministry of Education and the Ministry of Labour, which leads to problems of recognition

*Mestre em Economia Rural pela Universidade Federal do Rio Grande do Sul – UFRGS. Pesquisadora do Institute of Education, University of ondon. Docente do Departamen- to de Economia da Universidade Estadual de Londrina - UEL. E-mail: mailto:[email protected] ** Graduado em Física pela Universidade Estadual de Londrina – UEL. Pesquisador sobre o Ensino de Ciências na UEL. Físico do Departamento de Física da UEL. E-mail: [email protected] Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 161 of the sequential courses in the labour market; b) the different points of view of trade unions, with some against and others in favour of this new kind of training workforce in Brazil; and c) the controversy among universities whether it is their role to offer sequential courses in addition to regular undergraduate degrees, partly because of their concerns regarding the quality of these courses.

Key words: vocational education - sequential courses - workforce.

RESUMO

O foco de pesquisa é sobre os cursos seqüenciais, ou seja, uma forma de educação superior introduzida no Brasil em 1999. O objetivo deste estudo é mostrar uma visão geral sobre a educação vocacional no Brasil de acordo com o desenvolvimento dos cursos seqüenciais em relação às universidades brasileiras, os órgãos representativos de classe (sindicatos, conselhos regionais, federações e confederações) e sua relação com o controle qualidade. Estes cursos foram implementados com o objetivo de desenvolver nos estudantes acima de 16 anos de idade formação profissional, com dois anos de duração. Estes ainda estão em seus estágios iniciais de implementação, desta forma, não existem pesquisas sobre os cursos. Entretanto, vem crescendo o número de cursos seqüenciais desde 1999. A metodologia foi desenvolvida através de revisão bibliográfica sobre a educação vocacional. Dados do Ministério da Educação mostram que em 1999 haviam 178 cursos sendo ofertados no Brasil, enquanto que em 2002, estes somavam 612 (BRASIL, 2002). Embora os dados evidenciem que os cursos seqüenciais têm boa aceita- ção por parte dos estudantes, ainda não se sabe se estes atendem a expectativa dos alunos. Entretanto, além dos alunos em si, esta pesquisa também considera outros importantes elementos envolvidos com os cursos seqüenciais, tais como: o governo, os conselhos representativos de classe, os professores e as universidades. Existem muitos pontos importantes a serem considerados na relação das diferentes partes envolvidas nos cursos seqüenciais, tais como: (i) a falta de ligação entre o Ministério da Educação e o Ministério do Trabalho, o qual levam a problemas de reconhecimento dos cursos seqüenciais por parte do mercado de trabalho; (ii) diferentes pontos de vista dos órgãos representativos de classe, com muitos de manifestando contra e outros favoráveis sobre esta nova forma de treinamento da força de trabalho; e (iii) existem controvérsias sobre o papel das universi- dades no oferecimento dos cursos seqüenciais somados a regularidade de oferecimento dos cursos de graduação principalmente em relação à qualidade dos cursos.

Palavras-chave: educação vocacional - cursos seqüenciais - força-de-trabalho.

The focus of this part is to review qualification recently introduced in the literature on vocational education Brazil. Due to their recent approval by and training, the so-called sequential the Ministry of Education, these courses, a form of higher education courses are still in their infancy and

162 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. there have not been studies to deter- (iii) the formal and informal rules that mine if the specific skills these courses guide institutional and individual claim to develop job market demands, behavior and interactions among the which is one off the main objectives various sector. Therefore, the decision according to the Ministry of of offering or not sequential courses, Education (BRASIL, 2000). For this as well as their implementation and reason, the idea of implementing such development, are subject these three courses is subject to debate. Both the elements. assessment of their effect and Firts of all this article presents an acceptance by higher education overview of the evolution of institutions and unions permeate this vocational education in Brazil and the study, which aims to investigate to description of the development of the what extent sequential courses meet sequential courses and their structure students’ expectations in relation to considering why, when and where the development of the specific skills sequential courses were created in required by the labour market, in the Brazil, how many there are and what context social, economic, political and their purposes are. Afther that, the cultural transformations (PARANÁ, description of the current situation of 1996) in the University under study, the sequential courses in the Brazilian in Paraná State, South of Brazil. Higher Education Institutions and the In the Brazilian legislation representative institutions and establishes that sequential courses sequential courses considering market can only be offered by the higher demands and proposal of the unions education institutions (BRASIL, and councils on workforce are shoed 2000). According to the World Bank which way to see the problens with (2000) the higher education system vocational education. It is important consists of three basic elements: (i) to mention these aspects in order to the individual higher education have a clear idea of where the research institutions (public and private, is heading and what the present whether profit or non-profit; academic situation of higher education in Brazil and vocational; undergraduate and is and whether sequential courses graduate; on-site and distance-based, meet students’ expectations in their etc.) including their faculties, working areas. students, physical resources, missions, and strategic plans; (ii) the 1. VOCATIONAL EDUCATION IN organizations that are directly BRAZIL involved with financing, managing, or operating higher education In the early 1940’s in Brazil there institutions, compromising a range of was a great industrial growth as well both public and private bodies; and as changes in the production system.

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 163 Fordism, also known as mass towards the preparation of specialists production system, which is and those who were expected to lead characterized by workers producing the process of changing educational similar products in large scale, is the structures. Courses and scholarships main system in Brazil at that time. The were provided for the training of links between the education and the personnel in the various technical production systems become clear aspects of educational management. once in a globalized context workers In 1971, an educational reform, have to be better prepared to meet the LDB 5.692/71, determined that all demands and quality standards of the students at secondary level, after the market. age of 14 years, should be qualified In the 40’s, private initiative, which for work. Thus, they were required to consisted of owners of industries and choose a vocation when starting their commerce, created SENAI (Serviço secondary studies. All courses Nacional de Aprendizagem Industri- acquired technical characteristics al) in 1942 and SENAC (Serviço Naci- whose objectives were to conform to onal do Comércio) in 1946, which were the needs of the local labour market. special schools to train workers for This proposal was articulated with the industry and commerce, in order to political and economic model of meet the demands for qualified Dictatorship as it aimed (SAMPAIO, workers. Also, already existing 2000) to: (i) diminish the number of secondary schools became Federal students at higher levels in order to Technical Schools in 1942 (SAVIANI, weaken the students’ organization of 1999a and KUENZER, 1995). With the late 60’s; (ii) keep secondary these changes, the educational students away from politics through system consolidated and produced a techniques curriculum, and (iii) pre- two distinct kinds of workers pare the workforce to meet the specific resulting from the technical and soci- demands of the productive process al division of work; these were (i) of the time, which meant preparing intellectual workers, who had studied workers to work in big and middle the humanistic curriculum and sized companies and produce in large therefore would eventually be in scale. According to Wallenborn (2001) charge of the political, social and education was understood as a group economic development of the country of pedagogic actions that took the and (ii) instrumental workers, who had student to a wide framework of studied particular curricula depending knowledge. On the other hand, on the work field they were supposed vocational education is understood to perform, thus learning only the as qualification/re-qualification of skills needed in that field. young and adult workers and as the External financial aid was directed continuing educational process,

164 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. which aims at overcoming the idea that industrial capitalism in 1990’s that had it is mainly “training” (MANFREDI, been characterized by the expansion 2002). of the metal-mechanic and electro- Such knowledge could be electronic industries, business followed by learning either in the sectors, technological innovations, university or on the job. Therefore, automation, and finally, the students did not necessarily need to reengineering. Several adverse go to higher education; this suited the factors, however, as the weak government at the time because of the dynamism of the world economy, lack of vacancies at that level and the financial crises, politics of high financial difficulties to expand them interests, and exchange rate, affected (BARBA, 1998 and KUENZER, 1985). the revenue and employment rates in The dictatorship ended at the end the industries reducing them of the 1980’s and there were minor respectively in 8,6% and 4,9%, in the changes in the Brazilian educational period 1997/1998, with restrictive system as Brazil faced economic measures of production and stagnation. This decade was known employment (LOURENÇO, 1999, as “the lost decade” as this DEDECA, 1997, ALVES, 1995 and stagnation affected all sectors of the AZEREDO, 1995). Brazilian economy and education was According to Lourenço (1999) not a priority. Concern with vocational education in Brazil can be qualifications of the labour force was divided into three phases: (i) the high due to international pressures beginning of industrialization and the caused by the beginning of reorganization of the States in the globalisation, which required 1940’s; (ii) the expansion of the import internationally standardized products model of industrialization in the that enabled the country to fight for 1970’s; and (iii) the consolidation of competitiveness abroad. Finally, in industrial capitalism in the 1990’s. 1996 a special law known as LDB 9.394 These phases reflect the close (Lei de Diretrizes e Bases da Educa- connection between the development ção Nacional) was passed, leading of the vocational education system for the first time to innovations in and industrial development in Brazil. higher education in Brazil (SAVIANI, The reflect of these phases for 1999b and BRASIL, 1996). One of the education was the beginning of most important innovations was the privatisation of vocational education creation of vocational education in where employers qualified their higher education institutions, the so- workers with short term courses, the called sequential courses. beginning of the sequential courses The sequential courses came as a in the middle school and finally the consequence of the consolidation of implementation of sequential courses

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 165 in universities. technological changes, and technology migration would have 2. THE DEVELOPMENT OF important consequences for SEQUENTIAL COURSES education. International trade and the workforce have not only contributed The sequential courses were to growth but also led to changes in created in Brazil to improve vocational the employment structures in education and training at a higher development countries. Work tasks level, as they use practical work have become more abstract and more experiences and theory to prepare distant from the actual physical pro- students for the labour market as cesses of production, requiring less skilled workers in recognized and less human involvement. The vocations (CAMPBELL, 1996). These changing world of work presents a courses, which fit into UNESCO´s number of challenges that need to be (2000) proposal for vocational faced: stronger competition from lo- education originally adopted by them cal and overseas markets, reduction in 1974, provide flexibility and in numbers of employees, an diversity of graduate formation, and increasing focus on quality standards, the institutionalisation of non- the introduction of new technologies, permanent courses made it possible restructuring of industrial production to expand spaces and opportunities systems, and a greater focus on skills for local demands and create new development (MAWER, 1999). didactic-pedagogical experiences. Sequential courses emerged from the UNESCO (2000), World Bank need for better-qualified workers that (2000) and Lemmer (1999), affirm that growth and development imposed on most countries expect vocational society. education to produce economic Both the undergraduate courses invigoration, increase in international and the sequential courses are taken competitiveness and better-educated after secondary level education. They and skilled workforce and specify that are distinguished from each other in vocational education should aim at the sense that the undergraduate meeting the nation’s need for a highly courses require longer, academic qualified workforce and citizens’ study and in-depth knowledge of a demands for education at higher level. professional field as they prepare In 1995 the World Bank (2000) had students to perform in varied social, already emphasized that changes in political and economic functions, the labour market could bring while the sequential courses provide economic reform, and that the qualifications in specific job skills, integration of the world economy, which a shorter duration and with a more specific pedagogical plan (BRA-

166 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. SIL, MEC/SES, 1999). They do not proposal to create 90 sequential confer titles such as BA or BSc, which courses in São Paulo state are obtained as an outcome of universities. Their arguments were traditional undergraduate degrees. based on the belief that universities Rather, the students are given a needed undergraduate degree certificate or a diploma in specific job courses and teaching of good quality skills. (GÓIS, 2002, SCHWARTZMAN, 2002 Two-year sequential courses and ZERBINATTI, 2000). On the began in Brazil in 1999 in order to other hand, there is a strong improve vocational qualifications and competitive educational market, to meet the needs of the high which offers courses of acceptable proportion of young adults (over 16 quality in private universities, and the years) and older adults who want to area of sequential courses is evidently acquire vocational and specific job a niche that begins to be widely skills. There has been an increasing explored (DOMENICH 2000, interest in sequential courses (BRA- MARBACK NETO 2002 and VADAS SIL, 2002), as indicated by recent 2002). Only the State of São Paulo has statistics which have shown that the had such an explosions of number of sequential courses offered implementation of sequential course nationally is increasing steadily, as it in Brazil. increased from 178 in 2000 to 612 in The vocational education in 2002. Student numbers were 2,850 in sequential courses involves general state or federal universities and 10.580 education, the study of technologies students in private universities in 2002 and related sciences, as well as the (BRASIL, MEC/INPE/DAES, 2002). acquisition of practical skills, The number of students enrolled in attitudes, understanding and sequential courses in 1999 was 863 knowledge related to occupations in whereas in 2002 it was 24,116; various sectors of economic and so- corresponding to 357 per cent of cial life. According to Wright et al growth (2001), the World Bank (2000) and However, the expansion of UNESCO (1996), there are four major sequential courses in state or federal purposes behind the implementation universities has faced some of vocational education: (i) an increase resistance from the academic in the number of secondary school community. Only 29 per cent of the students who are trying to acquire sequential courses are in public undergraduate degrees; (ii) the limited universities due to their resistance number of places available in towards these courses. Most of the traditional higher education courses, resistance comes from teachers’ which have been unable to meet the associations, which were against the demand generated by the increasing

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 167 number of secondary education different names according to specific leavers; (iii) many countries are fields of knowledge within the area it changing their higher educational focuses on, for example, “Sequential systems into more diversified Course on Management of Human systems, and Brazil is following suit; Relations for Small Businesses” or (iv) since the early 1990s high rates “Sequential Course on Electronic Text of unemployment, particularly Editing” and so on (BRASIL, MEC/ amongst young people, have SESu/DEPES, 2001). It does not confer contributed to the development of titles, such as BA or BSc, which are vocational education, since it obtained as an outcome of traditional represents a way to enter the labour undergraduate degrees. Rather the market quickly through short training students gain a certificate or a diplo- in specific skills. Sequential courses ma in specific job skills. are therefore an alternative higher- Different kinds of skills are often level education for students who do offered in Sequential Courses such as not wish to or do not need to have a sales techniques, selection of full undergraduate course. candidates for job, organizing files, preparing the organization of events, 3. STRUCTURE OF THE etc, academic skills common to a par- SEQUENTIAL COURSES IN ticular occupation. Specific job skills BRAZIL relate to the process applied to work where there is the opportunity to The sequential courses were learning from direct experience where created by LDB (Lei de Diretrizes e the students and facilitator share the Bases da Educação Nacional) nº 9.394, responsibility for learning. in 1996, following the concept of In Brazil, there are two types of diversity that should permeate the vocational education within the higher education system. In these sequential courses: (i) the sequential courses students who have course for complementary studies completed secondary school can intended for individual students or extend their education through groups, leading to a certificate and (ii) vocational qualifications (MEC, 1996). the sequential course for The sequential courses were created occupational studies intended only in order to improve vocational for groups, leading to a diploma (MEC, qualifications that would increase the 2000a and GUSMÃO, 1999). These proportion of young adults (over 16 types of sequential courses will be years old) and adults who want to explained in the diagram below. acquire academic and specific job skills. 4. SEQUENTIAL COURSE FOR A sequential course receives COMPLEMENTARY STUDIES

168 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. studies were created for students that Complementary studies is a form do not have any qualifications at of sequential course that can be higher education level and need offered by any higher education vocational education and training for institution to individual students or specific job skills. According to Mallet groups who are already taking an (1997), occupations are a category of undergraduate course and that wish employment with related to complement their main studies or characteristics in terms of the contents add more qualifications in formal skills of the work performed, usually with and specific job skills. To gain a reference to the degree of complexity certificate the students do not need of tasks, the specialized field involved to go through any kind of selection and less frequently relating to the process and are required to study at sector of activity or the worker’s least six subjects in the sequential status. courses The proposal of a sequential In order to create complementary course for occupational studies is studies as a sequential course, the always directed to groups and subject higher educational institution must to recognition and authorisation have an officially recognised procedures by the higher education undergraduate degree to which the institution itself and approval by the sequential courses are linked. It is also Ministry of Education (BRASIL, MEC, necessary to have enough number of 2000a and 2000b). Higher education places in the undergraduate degree institutions that already have related to the intended certificate so autonomy such as universities are that the students take up vacancies exempt from such recognition and on pre-existing courses. Thus, the permission procedures. A higher sequential course makes use of an education institution wishing to offer infrastructure that is already available these sequential courses must already in the university. have on offer recognized However, if the student is not undergraduate courses somehow taking an undergraduate degree but related to the area of knowledge of needs vocational education the other the sequential course intended for option is to take a sequential course implementation, such as Business for occupational studies, which is Administration, Computer Sciences, described next. Tourism, etc. Teaching hours should be not less than 1,600 hours and must 5. SEQUENTIAL COURSE FOR be completed in not less than 400 OCCUPATIONAL STUDIES days. In the case of the independent Sequential courses for occupation colleges wishing to submit a proposal

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 169 for a sequential course for occupational study to the Ministry of 6.1 The Current Situation of the Education (BRASIL, MEC, 2000b), Sequential Courses in Brazilian apart from having an undergraduate Higher Education Institutions degree course to which the sequential course will be related, they must ob- Considering the previous serve important requirements such as discussion, it can be sad that the pedagogical plan providing details universities have been led to reassess about the occupational profile of the their role in vocational education. Two students; facilities, such as the alternatives can be outlined here: (i) number of classrooms available, the concentrated model, which tries description of the laboratories to be to bring the country up to an used by the course and library international standard by revitalising resources; assessment programme by science and technology in certain semester or full year; number of sectors of society and exclude large places, whether full-time or part-time; social areas; and (ii) the inclusion number of students allowed in each model, which says that development class, and teaching resources must be equally centred on the regarding level of qualification, principle of citizenship as a universal number of staff, and occupational asset, allowing all citizens to take part experiences both in teaching and in the achievements (BRASIL, MEC/ other areas. These requirements, SES, 1999). which are already part of the structure The diversification of the Brazilian of the Universities, will determine the higher education system would feasibility of the implementation of a constitute a referential landmark for sequential course in independent meeting the social demand of colleges. vocational education. Diversity is not The next section will provide part of the traditional mentality of information about the current offer of public higher educational institutions sequential courses in Brazil. and, as mentioned before, there has been resistance to that. Even where 6. SEQUENTIAL COURSES IN there is acceptance, decision making BRAZILIAN HIGHER EDUCATION will depend on the demand for and INSTITUTIONS supply of skilled workers, as put forward by Campbell (1996) and This section brings Claassen (1999). considerations on the offer of Just to have an idea of how sequential courses in Brazil and their Brazilian universities have been current situation in higher education dealing with the issues related to institutions. sequential courses, it is interesting to

170 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. have an overview of the three most hand, are open to the implementation important kinds of institutions – Fe- of many sequential courses in any deral, State and Private. area, as long as there is demand. As an example of the situation in Among many examples in Brazil, it is Federal universities, it is known that important to mention the cases of the Federal University of Paraná has University Anhembi Morumbi (State not implemented sequential courses, of São Paulo), UNOPAR (State of although it has studied the possibility Paraná) and UNIVALI – University of of doing so. On the other hand, the Vale do Ivaí (State of Santa Catarina), Federal University of Pernambuco, the that are the three biggest institutions Federal University of Ouro Preto and in number of sequential courses Rio Grande do Norte approved and offered. implemented well-structured sequential courses in September 1998, 6.2 The Offer of Sequential Courses February 1999 and July 1999, respectively, in Management area The offer of sequential courses (BRASIL, 1999) by higher education institutions As for the State Institutions in depends on their mission, vision and Paraná the scenario is similar. The aims as when they opt to have State University of Londrina sequential courses as one more choice (ZERBINATI, 2000), for example, for their students, their mission discussed sequential courses reflects their wish to change the extensively in 1999, but did not profile of the future employees they approve them as sequential courses will have performing in the labour are not part of their vision, mission market. This option belongs and aims and they do not feel the need exclusively to the institutions to change their constitution to add according to Brazilian legislation. this kind formal education which Some universities have chosen not to would give the university a more implement sequential courses until diverse approach to higher education now while others have been offering courses. The State University of approximately 60 sequential courses. Maringá has been discussing the Although there is a diverse issues for about three years, but no understanding in relation to approval has resulted so far. On the implementing or not sequential other hand, the state University of courses by universities there is a Ponta Grossa and UNICENTRO - strong need for training of the State University of the Centro Oeste workforce. approved and implemented sequential Higher education is understood as courses in 1999 and 2002, respectively all forms of education developed after Private institutions, on the other the secondary education (SAMPAIO,

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 171 2000). In Brazil, it is structured around state educational institutions and state and private universities, there is some resistance to changes. comprising 1.320 higher education Private institutions seem to accept institutions (BRASIL, MEC/INEP, changes in their systems more easily 2002). It can be accomplished through and even when there is acceptance of three main types of courses: changes, decision making will depend undergraduate, technological and on the demand for and supply of sequential courses. Currently, higher skilled workers for the labour market, educational institutions offer 22.828 as put forward by Campbell (1996) and undergraduate courses (GOIS, 2002), Claassen (1999). which require longer academic skills As stated in the description of the and deep formal knowledge of a development of the sequential professional field. Technological courses in Brazil, both private and courses provide students with state higher education institutions knowledge in technological areas, for can offer sequential courses and thus instance, computer sciences. carry out vocational education. The Sequential courses provide government funded state universities qualifications in specific job skills. can be either at federal or state level. Only higher education institutions Private colleges and universities are can implement them, as they are the kept and administered with private only legal institutions in Brazil allowed funds. Due to an increasing expansion to offer them. Both private and state of the demand for higher education, or federal higher education private education institutions have institutions offer sequential courses. mushroomed and created a gap Therefore, the universities took over between the two types of institutions. the responsibility to create sequential Although the exact scale of the private courses and thus carry out vocational sector expansion is difficult to deter- education. Due to an increasing mine, the numbers reveal a dramatic expansion in demand for higher increase in Latin America. Nearly 60 education, a significant number of per cent of Brazil’s tertiary-level private education institutions have students are currently enrolled in been built, what caused a cultural gap private institutions, which comprise between the two types of institutions: nearly 80 per cent of the country’s state and private (SAMPAIO, 2000). higher education system (WORLD The diversification of the Brazilian BANK, 2000). higher education system would Having these facts in mind it is constitute a referential landmark for necessary to think of ways in which meeting the social demand of public universities could redefine their vocational education. Diversity is not role as they go through development part of the traditional mentality of changes and review their mission and

172 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. objectives when adopting a model that which can serve as a reference for the relates to sequential courses. These national system (BRASIL, MEC/SES, institutions should wish to bring the 1999). country up to an international One important issue yet to be standard by revitalizing science and solved is the gap between certification technology in certain sectors of and recognition of sequential courses society and forcibly accepting the role (SILVA, 2000). While regular of incorporating excluded layers of undergraduate courses enjoy society. They should also aim at equal institutional recognition and full development throughout, and which acceptance by the labour market, the is centred on the principle that human sequential course has not reached beings are universal assets (BRASIL, such level at all. The Brazilian MEC/SES, 1999). legislation is not clear about the legal Higher education institutions are status of the sequential courses and autonomous to make decisions Brazilian students in general are regarding their governance. This unaware of their implications. includes external governance, which Students risk going through a course refers to relations between individual under those conditions and find out institutions and their supervisors, and at the end that the diploma has not internal governance, which refers to the same value as one from an authority hierarchy within undergraduate course. The only institutions. The private and the state- organ that recognizes sequential funded sectors, however, differ in their courses in Brazil is the Ministry of approaches to sequential courses. Education while the undergraduate Depending on the institutions courses get recognition from the interest to offer sequential courses, unions, regional council, federations these will be more or less what and confederations. Although students expect. students get a diploma at the end of Traditionally, state higher the sequential courses, they are education institutions provide better considered illegal for the quality education. Because of the representative institutions and the history of education in Brazil, where labour market. This situation is the universities are relatively young, it is consequence, once again, of the the state sector that has become the infancy of the sequential courses. reference of quality for the whole of The expansion of sequential the national system, as well as at regi- courses in public universities has onal level. The privately funded faced resistance from the academic universities were, in general, created community where there are 29% of the very recently, and therefore do not sequential courses. Most of that constitute a homogeneous body resistance comes from teachers’

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 173 associations, which were against the proposal of creation of 90 sequential The importance of workers’ courses in São Paulo state qualification has been significant universities. Their arguments rest on since the beginning of the century. In the belief that universities need the 1940s workers from the State of undergraduate degree courses and São Paulo started a campaign for the teaching of good quality (GÓIS, 2002 recognition of the Brazilian metal and SCHWARTZMAN, 2002) which workers and for more investments in for the universities would mean four their qualifications (FORÇA SINDI- to five year curriculum and studying CAL, 1993 and CUT, 1995). This was areas of knowledge. On the other the beginning of the strongest Union hand, there is a strong, competitive in Brazil. educational market, which is offering The industrial model, predominant courses of acceptable quality in the in the following four decades, was private universities, and the segment followed by the unions’ initiative for of sequential courses is, evidently, a the improvement of the qualification niche that begins to be explored by considered essential to the workforce Domenich (2000), Marback Neto required by the Fordism Model (2002) and Vadas (2002). (DIEESE, 1996). Presently the issue of 7. PROFESSIONAL qualification has been a frequent topic REPRESENTATIVE INSTITUTIONS on the unions’ agendas since the need AND SEQUENTIAL COURSES for the worker’s better understanding of the changes that constantly take This section presents a brief place in the automation and description of the relationship technological process is very between sequential courses and important. A new professional profile representative institutions (Unions, has been defined in the labour market. Regional Councils, Federations, DIEESE (Departamento Confederations and others). They are Intersindical de Estatística e Estudos the only institutions that work as Sócio-Econômicos) has been mediators and regulators of the promoting debate programs for relationship between employees and unions on the implementation employers, mainly concerning issues process of the productive and about working conditions and technological structure in the country salaries. taking into consideration that the new forms of production demand a 8. MARKET DEMANDS AND different type of qualification for the PROPOSALS OF THE UNIONS ON worker. In this context, one would WORKFORCE naturally expected that such

174 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. representative institutions discussed workers that have this recognition. Up the implementation of sequential to now, only the Federal Council of courses to qualify their workers, but Management has accepted the this has not been happening, as implementation of the sequential described in the next section. courses (BRASIL, 1999). Many others are against them (SILVA, 1999), 9. THE UNIONS’ POINT OF VIEW for example: the National Federation ABOUT SEQUENTIAL COURSES of the Journalists that did not approve sequential courses and requested that Although DIEESE suggests a MEC limited the implementation of discussion for the improvement of the sequential courses in their area. In education in Brazil, Unions, Regional case some institutions offered these Councils, Federations, courses, SESu guaranteed that they Confederations and others seem to would not be legally recognized; the agree with some institutions when Federal Council of Social Service, they do not approve sequential which is prepared to face legal battle courses as part of their formal in case any institution intends to knowledge or when they do not see a qualify students for activities and sequential course student as a functions which are part of social professional. At the same time that services undergraduate degree this is their view, no proactive courses as they feel that two years suggestion is made to either replace and specific knowledge are not good sequential courses with something enough conditions to prepare a else or to implement what already professional in this area accordingly; exists in terms of educational the Federal Council of Veterinary institutions. Unions seem to have a Medicine, which considers these negative critical point of view about courses harmful to the Brazilian the sequential course but do not make people sequential courses can any proposal. produce fake professionals that lack Not having the recognition of the competence to work on any specific unions leads to a lot of insecurity for activities; the Federal Council of the institutions, for they may be Engineering, Architecture and offering courses, which might not be Agronomy, which does not see recognized in the future. Although the sequential courses as an recognition of the sequential courses undergraduate degree course, is a legal issue in Brazil, if unions do therefore not preparing students for not see sequential courses as legal, lifelong studies. They believe the future workers coming out of sequential courses refer to specific these courses will not have the skills and not areas of knowledge; the support that unions normally give to Federal Council of Pharmacy, which

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 175 did not approve sequential courses either. It is interesting to notice that Having in mind that changes in the heath area has been the strongest higher education geared towards the in terms of rejecting any kind of qualification of the workforce in Brazil sequential courses. are influenced by the experiences of Unions and Councils have developed countries, this section will reasons for and against the introduce some of those experiences regulations of the professions in ge- and taking into account the autonomy neral because of the implications that higher-level institutions have to the professionals’ rights and implement sequential courses. It responsibilities have on their would be interesting to show and performance. The arguments in consider how the quality control of favour of job regulations are: (ii) better such implementation is done in other quality of service; (ii) setting up of countries. training ethics; (iii) setting up of In many nations of the so-called technical rules; and (iv) labour First World, for instance Germany is description. On the other hand, when the best example of apprenticeships it comes to sequential courses some under the dual system, which has of the arguments against the job made them important to a far larger regulations are: (i) the diploma from section of the economy than sequential courses does not companies. The majority of guarantee quality; (ii) technical rules apprentices are in the trade and and ethical code could be established industry sectors, which are linked with without the regulations of the labour sectors related to skilled trades, libe- market; and (iii) the possible existence ral professions, civil service, of corporative. These factors should agriculture, home management, and also influence students when they shipping (Thiele, 1994 and Wolf- reflect on whether sequential courses Dietrich, 1994) France, ideal meet their expectations or not since standards oriented towards once they are enrolled, they are also requirements of modern large involved in on this issues. Kock et al companies, and the United Kingdom, (1998) show that some criteria needs in the British system of National to be followed in order to achieve a Vocational Qualifications (NVQs) the high standard qualified professional qualification defines the whole set of in vocational education and training. skills belonging to a job structured on levels, Standards for assessment / 10. QUALITY CONTROL OF THE examination oriented towards good BRAZILIAN VOCATIONAL practice of a sector (Dakers 1996, EDUCATION BASED ON Mitchell 1995, Merle 1977, Raggatt et INTERNATIONAL EXPERIENCE al. 1999 and Qureshi 2001). There is a

176 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. concern with training millions of training certificates; (iv) organization; people, guaranteeing continuous (v) proportion of general subjects; (vi) education and constant updating of length and regulation of in-company their respective workforces, training; (vii) examination; and (viii) promoting productivity and quality control. competitiveness of their economical activities (Maurice, 1993, Mayer 2001 11. GUIDING PRINCIPLE BEHIND and Wright et al., 2001). TRAINING Considering that the concept of sequential courses in Brazil is recent When analyzing vocational if compared with others countries’ education in older countries such as vocational education and training Germany, France and the United experiences, it is interesting to have Kingdom, it is possible to observe an overview of what these countries that the guiding principles behind have been doing in the public quality training are basically related the control of vocational education. After development of abilities, competences getting to know how the public quality and technical preparation for control is carried out, in Germany, occupational activities or specific France and the United Kingdom, the work functions, competencies to carry identification of the institutional out specific work functions (Collins, framework of quality control 1993, Wossner, 1999 and Minderop et constituting the Brazilian education al., 1999-2000). These seem to be the model will be done, which has been same guiding principles underlying influenced by the experience of the the implementation of sequential countries verified. Only by courses in Brazil, although Brazilian conducting such identification will it institutions seem not to worry so much be possible to place sequential about the relationship between the courses into perspective in relation skills developed and the labour to the quality control that is required market. in Brazil. Considering that each country 12. TRAINING STANDARDS has different social, cultural, economic and political aspects an In Germany, France and the United overview in such comparisons will be Kingdom, training standards are presented following the eight criteria orientated towards meeting the established by Kock et al. (1998) as a requirements of common company reference point for this study, which practices or good practices of a parti- are institutional aspects. They are: (i) cular sector. Brazilian sequential guiding principles behind training; (ii) courses, on the other hand, have training standards; (iii) regulations of intensively focused on the practices

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 177 of sectors related to the management to identify appropriate and qualified area because these are the only workers. sequential courses legally accepted by the unions. 13.1 Organization of the vocational education 13. REGULATIONS OF TRAINING CERTIFICATES In European countries there is no regulation concerning organization, In European countries the firms although there are strong links are directly involved in the training between companies and vocational process because certificates are schools. In Brazil there is neither obtained on the basis of combined on- regulation of the organization of the the-job and off-the-job training institutional framework nor links largely financed by the firms between companies and vocational themselves, preparation by employer- schools. That means that the majority dominated national training of the institutions do not recognize organizations, accreditation by State sequential courses as an instance of institutions (Raggatt et al., 1999). In higher education. Brazil the students receive a diploma or a certificate. The vocational 13.2 Proportion of general subjects educational systems of the analyzed countries give either the certificate or The Brazilian sequential courses the diploma but do not include the are closer to the German model as possibility of offering both for presented by Thiele (1994) and Wolf- vocational education and training. Dietrich (1994), as general subjects Sequential Courses in Brazil have been represent nearly one third of the influenced by some of the whole 2-year instruction. According components of the other countries’ to Green et al (2000), Germany is the systems. There is a fundamental best example of apprenticeship, which difference though. Vocational courses has made them important to a far in other countries offer formal larger section of the economy. In my qualifications in their own right for mind, considering the Brazilian reality, specific job skills in which they have this proportion is too high, as been assessed and which are widely students are made to spend too many recognized (Winch, 2000). As it has hours studying subjects that are not been mentioned before, unions and directly related to the aimed skills to councils do not respect the diplomas be developed (Qureshi, 2001 and and certificates offered by the Pretorius, 1999). On the other hand, sequential courses. However, some general subjects are very certification should enable employers important for the development of

178 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. specific occupational activities and labour market and development of should be offered in their sequential specific job skills nor the different courses. These issues still need to be nature of the sequential courses. discussed and analyzed carefully. 13.5 Quality control of the vocational 13.3 Length and regulation of in- education company training In Germany and France the control In Europe in-company training is of the quality has been handed over an essential part of the vocational to professional bodies and school education (Stabl, 1998). In Brazil, supervision. In the United Kingdom however, there is no in-training there is internal and external control company as part of the normal of quality management and State curricula of the sequential courses. inspection of colleges. In the case of During the period when students are sequential courses in Brazil, there has taking sequential courses in Brazil all been no concern yet with the control their lessons are inside the classroom of their quality, possibly due to their as there are no National Curriculum short existence in the higher Guidelines for sequential courses as educational system. Besides, the to how long it should be spent in the number of existing sequential courses classrooms and in training. On the is very small compared to other higher other hand, the students taking education courses and there has not sequential courses in Brazil usually been a significant impact on the work in the area and have the productive system caused by the opportunity to apply new knowledge sequential courses. Therefore, there in their jobs. Therefore, there is no is no institution in charge of such regulation concerning length and control. place of in-company training. The present study is justified as it aims at investigating the current 13.4 Evaluation process of the situation of students’ expectations in vocational education relation to sequential courses in Brazil. Before carrying out such Unlike some European countries, investigation, it is essential to in Brazil the Ministry of Education understand the changes that took mainly carries out the evaluation place in the labour market and the process of sequential courses. effects they had on skills demand. However, the assessment is done in the same way for sequential and 14. CONCLUDING REMARKS undergraduate degree courses, considering neither links between the In many parts of the world

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 179 sequential courses have proven to be leading to a direct impact on economic of great value to students and growth, or at the very least, as are employers. The great majority has the major contributors to economic support of governments that performance. Formal schooling is recognize these courses as part of often the factor, which determines a individual’s higher education. In country’s human capital, but on-the- developed countries students get the job training may be at least the one to opportunity to experience on-the-job determine productivity and should training during most of the course not be taken for granted. Most line of length, which means that it has business requires specific skills, positive results for the production which cannot be provided by gene- system. ral-purpose education. Similarly, new The Brazilian universities that technologies require continuous offer sequential courses need to look learning, best accomplished by at these countries’ experiences closely workplace training. It is therefore not because until now they have just surprising that policy makers are often considered very superficial ideas in interested in issues of worker training. their implementation. The links For example, training of less skilled between the several bodies involved workers was a major policy initiated are very strong in the countries at the first Clinton administration, and analysed, whereas in Brazil these links the current Labour government in are practically non-existent. The Britain has similarly made training and divorce between the Ministry of skills a key policy issue. Company Education and the Ministry of training is also directly or indirectly Employment, for instance, make it subsidized in many countries. even more difficult to establish those Brazilian current federal connections. Some unions have seen administration is looking at other the students from vocational countries administration and is trying education and training like illegal to diversify the Brazilian Higher workers in the job market. The educational system with sequential employers do not know about courses in which order to prepare sequential courses and have some students for the labour market. difficulties in training their workforce Maybe in a not very far away future, and thus affecting the quality of their our Government will give priority to production, reducing this kind of education. competitiveness. As we have been Although federal administration is frequently told, a globalised world offering the sequential courses as a requires a product with better quality. form of diversification of the higher The sequential courses in Brazil education in all of the accomplished can improve the skills of workers readings at universities, the unions,

180 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. the employers and the students know very a little about this new high education system. The articles written REFERENCES about sequential courses allow us to verify that for the higher education ACEMOGLU, D.; PISCHKE, J. Beyond institutions this is a way to increase Becker: training in imperfect labor their income and also their number of markets. (1998). NBER, Columbia students. The sequential courses University, Disponível em: < http:// www.nber.org/papers/w6740 >. have been offered in the areas of management and designing. As for the ADAMS, F. T.; HANSEN, G. B. Business students, these see the possibility to and democracy: implications for obtain a university diploma paying a education. In: LAKES, D. (Ed.). Critical education for work: multidisciplinary lower monthly fee when compared approaches. Norwood, N.J.: Ablex, 1994. with the undergraduate courses. The p. 125-142. unions have been investigating with AGLIETTA, M. Regulación y crisis del the qualified workers from sequential capitalismo: la experiencia de los Esta- courses will not be exercising their dos Unidos. México: Siglo Veintiuno, activities irregularly. The employers 1988. have not come forward in this matter, ALTBACH, P. G. Problems and because they know little about possibilities: the American Academic sequential courses. In Brazil there is Profession. In: ALTBACH, P. G.; still the culture where workers teach BERDAHL, R. O.; GUMPORT, P. J. their activities to their colleagues in (Eds.). Higher education in american the company. society. Buffalo, N.Y.: Prometheus, 1994. Many steps have to be given yet ATCBOARENA, D. The alternatives for to the consolidation of sequential the financing of vocational training: the courses in Brazil. And many example of emerging countries in Latin adjustments need to be made in order America. European Journal Vocational to have them implemented following Training, London: CEDEFOP, n. 13, p. their aim and purposes. It would not 57-66, 1998. be wise to have sequential courses ALVES, E. L. G.; VIEIRA, C. A. S. Qua- implemented just for the sake of it. lificação profissional: uma proposta de After reading some material about política pública. Planejamento e políti- them and going through literature on cas públicas, Brasília: IPEA, n. 12, jun./ the Brazilian economy relation with dez. 1995. education, it becomes clear that there AZEREDO, B.; RAMOS, C. A. Políticas needs to be serious involvement públicas de emprego: experiências e desa- between government and institutions fios. Planejamento e políticas públicas. if both want to go forward in the Brasília, IPEA, n. 12, jun./dez., 1995. pursuit of this new form of education. BARBA, W. C.; MURPHY, T. L.

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 181 American post-secondary education: London: Centre for Study of Education in unique issues, problems and Developing Countries, 1992. p. 19-33. opportunities. Beyond the Universities: CAMPBELL, C. P. (Ed.). Educational The new higher education. Aldershot: and training for work. Lancaster, PA: Ashgate, 1998. Technomic, 1996. BRASIL. Ministério da Educação - MEC. CLAASSEN, C. The state, globalisation Lei de diretrizes e bases da educação and education. In: LEMMER, E. (Ed.). nacional. Lei n. 9394/96. Brasília: MEC, Contemporary education: global issues 1996. and trends. Sandton, SA: Heinemann _____. MEC/SES. Lei 9.394/96: dispõe Higher and Further Education, 1999. sobre os cursos seqüenciais de educação COLLINS, H. European vocational superior, nos termos do artigo 44. Brasília: education systems: a guide to vocational MEC, 1999. education and training in the European _____. Ministério da Educação. Reconhe- community. London: Kogan Page, 1993. cimento de curso superior de forma- CROTTY, M. The foundations of soci- ção especifica (seqüenciais). Brasília: al research. London: Sage, 1998. MEC, 2000. CUT - Central Única dos Trabalhadores. _____. MEC/INEP. Número de cursos Resoluções da 7ª Plenária Nacional Zum- seqüenciais reconhecidos, autorizados bi dos Palmares. Informacut, n. 257, São e registrados. Brasília: MEC, 2002. Paulo, 1995. _____. MEC/INEP/DAES. Número de DEDDECA, C. Política econômica, mer- cursos seqüenciais e vagas ofertadas. cado e relações de trabalho, Brasil e Méxi- Brasília: MEC, 2002. co. Anais do Encontro de Economia _____. MEC/SESu/DEPES. Portaria n. política. São Paulo: PUC, 1997. 512: dispõe sobre a oferta e acesso a cur- DENSCOMBE, M. The good research so seqüenciais de ensino superior. Brasília: guide: for small-scale social research MEC, 2001. projects. Buckingham: Open University _____. Resolução Normativa n. 226, de Press, 2000. 13 de agosto de 1999: dispõe sobre o re- DIEESE - Departamento Intersindical de gistro especial nos CRAs, dos diplomados Estatística e Estudos Sócio-Econômicos. em cursos seqüenciais de ensino superior Educação, formação profissional e de formação específica, com destinação mercado de trabalho: informações e in- coletiva, na área de administração e outras dicadores, São Paulo, 1996. consideradas conexas. Diário Oficial [da] República Federativa do Brasil. DOMENICK, M. Profissão modular: Brasília, DF, 16 set. 1999. novidade no Brasil, is cursos seqüenciais flexibilizam o tempo de estudo em nível CAILLODS, F. The local dimension of superior. Ensino, São Paulo: SEMESP, educational and training and the role of 2000. educational planning. In: BUCHERT, L. (Ed.). Education and training in the EHRENBERG, R. G; SMITH, R. S. A third word. Ceso Paperback n. 18. moderna economia do trabalho. 2. ed.

182 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. São Paulo: Makron Books, 2000. _____. As mudanças no mundo do tra- FIDALGO, F. A formação profissional balho e a educação: novos desafios negociada: França e Brasil, anos 90. São para a gestão. In: FERREIRA, N. S. C. Paulo: PUC-SP, 1999. Gestão democrática da educação: atuais tendências, novos desafios. São Pau- FORÇA sindical: um projeto para o Bra- lo: Cortez, 1998. sil. São Paulo: Geração Editorial, 1993. _____. Educação, linguagens e GLASER, B. G.; STRAUSS, A. L. The tecnologias: as mudanças no mundo Discovery of grounded theory: do trabalho e as relações entre conhe- strategies for qualitative research. London: cimento e método. In: CANDAU, V. Weidenfield and Nicolson, 1967. Cultura, linguagem e subjetividade no en- GÓIS, A. Educação: cursos seqüenciais sinar e no aprender. Rio de Janeiro: crescem 269% no país. Folha de São DP&A, 2000. Paulo, n. 4, 10 jul. 2002. KOCH, R.; REULING, J. Public quality GRAMSCI, A. Maquiavel, política e control of vocational training in Germany, estado moderno. Rio de Janeiro: Civili- France and United Kingdom: ensuring zação Brasileira, 1991. quality in vocational education and training. European Journal, London: GREEN, A., WOLF, A.; LENEY, T. CEDEFOP, 1998. Convergence and divergence in European education and training L’ANGELLE, D. An approach to program systems. London: Watkiss Studios, 2000. evaluation. In: CAMPBELL, C. P. (Ed.). Planning programs: educational and GUSMÃO, P. Cursos seqüenciais saem training for work. Lancaster, PA: do papel: nova modalidade vai ampliar e Technomic, 1996. modernizar o acesso ao ensino superior. Jornal do MEC, Brasília, mar. 1999. LAUGLO, J. Policy issues in vocational training. In: BUCHERT, L. (Ed.). HERSCHBACH, D. R. Collaborative Education and training in the third financing of community colleges in the world: ceso paperback n. 18. London: United States. In: Gasskov, V. (Ed.). CSEDC, 1992. p. 33-51. Alternative schemes of financing training. Geneva: International Labour LAW, C. J. Tech prep education. Office, 1994a. p. 34-38. Lancaster, PA: Technomic, 1994. HERSCHBACH, D. R. The right to orga- LEMMER, E. Higher education policy nize: implications for preparing students and practice. In: LEMMER, E. (Ed.). for work. In: Lakes, D. (Ed.). Critical Contemporary education: global issues education for work: multidisciplinary and trends. Sandton, SA: Heinemann approaches. Norwood, N.J.: Ablex , Higher and Further Education, 1999. p. 1994b. p. 83-94. 174-192. KUENZER, A. Z. A pedagogia da fabrica: LOURAU, R. A análise institucional. as relações de produção e a educação Petrópolis: Vozes, 1995. do trabalhador. São Paulo: Cortez, LOURENÇO, G. M. Economia 1985. paranaense: novos cenários. Análise con-

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 183 juntura, Curitiba: IPARDES, n. 21, p. 1- JOHN, B. (Ed.). Outcomes, learning 2, 1999. and the curriculum. London: Falmer MALLET, L. Certificates, skills and job Press, 1995. market in Europe. What do we know? NEAVE, G. The evaluation of the Measuring knowledge skills and higher education system in France. competences in the labour market. The evaluation of higher education European Journal Vocational systems. London: Ph: Kogan-Page, 1996. Training, London: CEDEFOP, p. 20-33, OECD. The changing of role of 1997. vocational education and training: new MANFREDI, S. M. Educação profissi- approaches to integrated learning - onal no Brasil. São Paulo, Cortez, 2002. synthesis report (VOTEC). Paris: OECD, MARBACK NETO, G. Cursos 1994. seqüenciais de formação específica: a PARANÁ. Plano estadual de qualifi- experiência da Universidade Salvador. Es- cação. Curitiba: SERT/PR/MTb, 1996. tudos, v. 20, n. 30, p. 55-60, 2002. PETTY, G. Employability skills. In: MAURICE, M. The link between the firm CAMPBELL, C. P. (Ed.). Educational and and the educational system in the training for work. Lancaster, PA: vocational training: the cases of France, Technomic, 1996. Germany, and Japan. In: LAFLAMME, PRETORIUS, F. Partnerships in G. (Ed.). Vocational training: education. In: LEMMER, E. (ed.) international perspectives. Geneva: Contemporary education: global issues International Labour Office, 1993. p. 42- and trends. Sandton, SA: Heinemann 69. Higher and Further Education, 1999. MAWER, G. Language and literacy in QURESHI, M. N. National vocational workplace education: learning at work. qualifications (NVQs): an approach London: Longman, 1999. toward meeting the global skill needs. MERLE, V. The evolution of systems of University News, Indian, v. 39, n. 8, p. validation and certification. European 13-21, 2001. Journal Vocational Training, London: RAGGATT, P.; WILLIAMS, S. CEDEFOP, n. 12, p. 35-45, 1997. Government, markets and vocational MINDEROP, D.; PRÖHL, M. qualifications: an anatomy of policy. Vocational education and training of London: Falmer Press, 2001. tomorrow: documentation of the RUPERT, M. Producing hegemony: the symposium and award ceremony/ politics of mass production and american Bertlsmann. v. 1. Gütersloh: BFP, 1999. global power. Cambridge: Cambridge _____. Vocational education and University Press, 1995. training of tomorrow: Documentation SAMPAIO, H. M. S. Ensino superior of the symposium and award ceremony/ no Brasil: o setor privado. São Paulo: Bertlsmann. v. 2. Gütersloh: BFP, 2000. Hucitec, 2000. MITCHELL, L. Outcomes and national SAVIANI D. A nova lei da educação: (Scottish) vocational qualifications. In:

184 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. trajetória, limites e perspectivas. Campi- Office, 1998. nas: Autores Associados, 1999a. TRANT, A. et all. Reconciling liberal e _____. Da nova LBD ao novo plano vocational education: report of the nacional de educação: por uma outra European Union. Leonardo da Vinci política educacional. Campinas: Autores Research Project, Attractiveness of Associados, 1999b. Vocational Education (PAVE), 1999. SCHWARTZMAN, S. Tendências/deba- UNESCO. Learning: the treasure within. tes: a expansão dos cursos seqüenciais é Paris: 1996. benéfica ao sistema educacional? Folha _____. Revised Recommendation de São Paulo, A3, 13 jul. 2002 concerning technical and vocational SCHULTZ T, W. O capital humano: education. Berlin: UNESCO-UNEVOC, investimento em educação e pesquisa. Rio 2000. de Janeiro: Zahar, 1973. VADAS, P. I. Cursos seqüenciais de for- SHACKLETON J. R. Government and mação específica (seqüenciais): uma ex- training: a necessary involvement? periência que promete. Estudos, São Pau- Training and democracy European. lo, v. 20, n. 30, p. 7-54, 2002. Journal Vocational Training/, London, WALLENBORN, M. Vocational training CEDEFOP, p. 6-13, 1995. in Latin America. European Journal SILVA, M. E. T. Ensino seqüencial preci- Vocational Training, London, sa mudar. Folha de Londrina, p. 3, 14 CEDEFOP, n. 22, p. 55-63, 2001. nov. 1999. WINCH, C. New labour and the future SILVA, A. S. Educação: aluno de curso training. London: PESG Britain, 2000. seqüencial pode não ter diploma reconhe- WORLD BANK. Priorities and cido. Folha de São Paulo, p. 4, 24 jan. strategies for education: a World Bank 2000. sector review. Washington, DC: 2000. STABL, T. In-company continuing WOLF-DIETRICH, G. The “German training: trends in European enterprises. system” of vocational education: Journal Vocational Training, London, history, organization, prospects. Baden- CEDEFOP, p. 32-45, 1998. Baden: Nomos Verlagsgesellschaft, 1994 STAKE, R. The art of case study WOSSONER, M. Vocational education research. Thousand Oaks, CA: Sage, and training of tomorrow. In: 1995. MINDEROP, D.; PROHL, M. (Eds.). STRAUSS, A.; CORBIN, J. Basics of Documentation of the symposium and qualitative research: techniques and award ceremony/Bertelsmann procedures for developing grounded Foundation. Gütersloh: BFP, 1999. theory. London: Sage, 1998. WRIGHT, P.; CAMPBELL, C.; THIELE, P. Case studies: financing the GARRETT, R. The develop of German dual system In: GASSKOV, V. framework of qualifications: relationship Alternative schemes of financing with continental Europe: higher education training. Geneva: International Labour quality council. (2001). The National

Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004. 185 Committee of Inquiry into Higher Education, Report 11. Disponível em: < http://www/leeds.ac.uk/educol /ncihe/ report11.htm >. ZERBINATTI, V. B. Regulamentação: o significado dos cursos seqüenciais. Terra Vermelha - O Jornal da UEL, n. 3, A1, mai. 2000.

186 Olhar de professor, Ponta Grossa, 7(1): 161-186, 2004.