A dualidade da Educação Profissional: uma análise crítica entre a Metodologia Senai de Educação Profissional (MSEP) e os fundamentos da formação humana integral

Abstract

This paper examines the tensions and points of convergence between the SENAI Methodology for Professional Education (MSEP) and the foundations of Integral Human Formation, seeking to understand how a critical analysis between the functionalist conception underlying MSEP and the assumptions of Integral Human Formation can reconcile the technical qualification demanded by the labor market with the emancipatory development of the subject within Professional and Technological Education, while proposing, through autobiographical reflection, pedagogical strategies that integrate technical excellence with civic emancipation. Adopting a qualitative and descriptive approach, structured as an autobiographical study in the form of a formation memoir inspired by action research, and drawing on instruments such as autobiographical narrative recorded in a teaching journal, documentary analysis of MSEP, and participant observation of the author's own pedagogical practice, the findings indicate that MSEP operates according to a deductive and functionalist logic, grounded in rationalism, individualism, and neopragmatism, which tends to reduce worker training to mere adaptation to immediate productive demands. The analysis nonetheless identifies zones of intersection between the institutional methodology and the principles of Integral Human Formation, particularly in the openings related to student protagonism and the contextualization of students' prior knowledge, which can be reframed by educators committed to an emancipatory perspective. Thus, overcoming the structural dualism of Professional and Technological Education does not require an outright rejection of the prescribed curriculum, but rather a critical and intentional occupation of its gaps, through strategies that historicize technical content, value the experience of the worker-student, and articulate know-how with critical reflection, moving toward the omnilateral development of the subject.