Formação omnilateral na Educação Profissional e Tecnológica: uma análise do Projeto Político-Pedagógico da Escola SESI Comendador Bernardo Martins Catharino.

Abstract

This study analyzes how the Political-Pedagogical Project of SESI Comendador Bernardo Martins Catharino School incorporates principles of omnilateral education within the context of Vocational and Technological Education. The research is based on the author's educational and professional trajectory as an English teacher and a reference teacher in the Languages area, with five years of experience at the institution and participation in the implementation of Integrated Technical Education in partnership with SENAI. The study adopts a qualitative, descriptive, and autobiographical approach, combined with bibliographic and documentary research. The theoretical framework is based on authors such as Marx (1867), Gramsci (1971), Ciavatta (2005), Frigotto (1995), Ramos (2005), and Saviani (2007), with emphasis on the concepts of omnilateral education, comprehensive human formation, polytechnic education, and work as an educational principle, as well as the integration of work, science, technology, and culture. The analysis of the Political-Pedagogical Project reveals the presence of guidelines focused on student protagonism, autonomy, critical thinking, scientific initiation, innovation, and comprehensive education, indicating connections between the institutional proposal and the foundations of vocational education committed to the full development of individuals. However, the study also identifies challenges in implementing these principles in everyday school practices, particularly regarding the articulation between general and technical education. In this context, possibilities for strengthening school management are highlighted through continuing professional development, integrated planning, participatory management, pedagogical monitoring, and the promotion of interdisciplinary practices. It is concluded that school management plays a decisive role in consolidating a form of Vocational and Technological Education that goes beyond a strictly productivist logic and contributes to the development of autonomous, critical, and socially engaged individuals.