Gestão curricular na Educação Profissional e Tecnológica: questões raciais e especificidades territoriais no Curso Técnico em Administração em Mirangaba - Bahia.

Abstract

This research analyzes curriculum management and how the Pedagogical Project for the Technical Course in Administration at the Sóror Joana Angélica Full-Time Public School addresses racial issues and the social, cultural, and productive specificities of Mirangaba, located in the Piemonte da Diamantina Identity Territory, Bahia. The study is grounded in the understanding of Vocational and Technological Education as a public policy aimed at holistic human development, integration into the labor market, and territorial development, while considering inequalities stemming from structural racism, the presence of quilombola and rural communities, and the impact of this type of education on the municipality's youth. Methodologically, the research employed document analysis and a literature review, drawing primarily on the course's pedagogical project, regulatory documents, institutional data, and studies regarding Vocational and Technological Education, ethnic-racial relations, territory, labor, and traditional communities. The analysis reveals that, while the course's pedagogical project meets legal requirements, it shows weaknesses in systematically incorporating territorial specificities and ethnic-racial relations as structural curriculum principles—partly due to a lack of updates regarding the Identity Territory on government platforms. However, the results demonstrate that teachers, pedagogical coordinators, and school administrators implement practices that contextualize the curriculum through outdoor activities, technical visits, discussion circles, and engagement with local enterprises and community organizations, such as Café Santa Cruz and the Grota Quilombola Group. These experiences bridge the gap between technical training and the territory's local knowledge, lifestyles, and productive activities. The study concludes that the development of pedagogical projects for Vocational and Technological Education must move beyond a bureaucratic, decontextualized approach and instead adopt a perspective that is territorialized, anti-racist, and socially grounded. Furthermore, it advocates for strengthening continuing education, community participation, and the integration of scientific knowledge with local wisdom as strategies to foster holistic, critical, and emancipatory education for Black youth in Mirangaba.