In 2003, Formação began to conceive of the Centers for Secondary Education and Vocational Education that were successful in the Baixada and many other places in Latin America, but that had little impact on the policies of the State Government, due to the absolute lack of a more committed focus on the education of Maranhão people who live in more impoverished territories.
This project originated in two surveys conducted in 2003 by the Instituto Formação, at the request of UNICEF, on the profile of secondary education and vocational education in Maranhão and on the State's productive potential. It covered the entire state, but in the Baixada Maranhense (TCL) it had a more strategic profile, because in that same period the Instituto Formação and the Portal da Educação were talking about a major project that would involve the youth of that territory. Therefore, "simultaneously we mapped out youth organizations, conducted research on high school and professional education, asking young people what kind of high school they wanted and built the basis for the CIP Young Citizen with a focus on boosting this territory" (Instituto Formação, 2012). These surveys were presented at the 1st State Meeting on Public Policies and Youth (2003).
Parallel to this process, the Mayor of the City of São Bento (Mr. Isaac Dias) was building a large building for a high school. Seeing the Secretary of Education "he asked the Formation Institute if his team could not think, from the research carried out, a different project for that school, so that it contemplated the preparation of young people for the world of work" (Lidia Vasconcelos, 2012). This demand occurred within the movement of the Education Portal that also fostered ideas and supports. Data, publications and testimonials indicate that this idea was fertilized by the set of initiatives and debates and quickly became one of the main projects capable of structurally underpinning productive microprojects, having achieved more consistently in the period from 2004 to 2009 focus on various changes in attitudes and the construction of collective alternatives, especially in the field of agroecology.
This CIP (Young Citizen) has a thematic project in the field of education, conceived by the non-governmental organization Formação, of São Luis, as the gateway for the discussion of development in the micro region of Baixada Maranhense. The strategy used to discuss education in the ten municipalities that make up the project (....) was to strengthen as an ally the forum of secretaries and former secretaries of education of the ten municipalities, called Portal da Educação. This dialogue of internal actors with external actors is used to formulate educational development policies involving the stakeholders in the issue (public administrators, youth, technicians and education specialists). This movement made it possible to expand alliances and legitimize the development project proposal both in the local government spaces and in the different youth organizing media. (Nascimento , 2009, p.157)
The challenge launched by the Mayor was accepted and, since then, still in 2003, a building and an educational project for the first CEMP have been built simultaneously.
For the elaboration of the educational project at the beginning of the experience in 2004 and for the forwarding of documents for the authorization and recognition of the school by the CEE - MA, the team of professionals of the Formation Institute that coordinated this process carried out from 2003 to 2008 studies and analysis of the following documents:
I - About the reality of Maranhão and Baixada and the terms of reference of the Training Institute:
Research on the Profile of High School and Vocational Education in Maranhão;
Production Potential of the Baixada Maranhense;
Demands of Youngsters from the Baixada for High School and Vocational Education;
Terms of Reference for Local Development - strategies for building productive circuits for the expansion of local development.
II - About the existing bibliography:
Texts by FRIGOTTO, CIAVATA, VIDIGAL, SAVIANI, ROSAR, KUENZER;
III - On the legal aspect:
Laws No. 5,692/1971 and CFE Opinion No. 45/1972- to resume the proposal of this period from a critical point of view;
Federal Constitution of 1988 - to redeem Chapter III;
Law No. 9,394/1996 - Resolution CNE/CEB No. 4/1999 - to focus on what the legislation guarantees;
Decree No. 2,208/1997
Parecer CNE/CEB nº 15/1998, and Resolução CNE/CEB nº 3/1998 - to analyze the National Curriculum Guidelines for High School;
Opinion CNE/CEB nº 16/1999 and Resolution CNE/CEB nº 4/1999 - to know the National Curriculum Guidelines for Technical Level Professional Education;
CNE/CEB Opinion No. 11/2000 - on the Curriculum Guidelines
Nationals for Youth and Adult Education (EJA);
Resolution CEB/CNE nº 11/2000, that establishes the Curricular Directives
Nationals for Youth and Adult Education;
Law no. 10.172/2001 - to rescue in the PNE the content related to high school, EJA, Technological Education and Professional Training;
Parecer CNE/CEB nº 35/2003 - on the organization and realization of internship of students of professional education and high school;
Decree nº 5.154/2004 - that revoked the Decree nº 2.208/1997;
Parecer CNE/CEB nº 39/2004 - on the application of the Decree nº 5.154/2004 to the technical professional education of secondary level and to the secondary education;
Resolution CNE/CEB nº 1/2004 - on national guidelines for the organization and realization of supervised curricular internship of students of professional education and high school;
Resolution CNE/CEB nº 1/2005 - that updates the National Curriculum Guidelines conforming them to the dispositions of the Decree nº 5.154/2004;
Resolution CEB/CNE nº 4/2005 - on a new provision in Resolution CNE/CEB nº 1/2005 to update the National Curriculum Guidelines for secondary education and for technical secondary education in relation to the provisions of Decree nº 5.154/2004;
Parecer CNE/CEB nº 20/2005, that includes the education of young people and adults, foreseen in Decree nº 5.478/2005, as alternative for the offer of the technical professional education of secondary level of integrated form with the secondary education;
Decree nº 5.478/2005 and Decree nº 5.840/2006- on the Program of Integration of the Professional Education to the High School in the modality of Youth and Adult Education (Proeja);
Resolution CNE/CEB nº 4/2006, that alters art. 10º of Resolution CNE/CEB nº 3/1998, in which the National Curricular Directives for High School are instituted;
Parecer CNE/CEB nº 38/2006 - about the inclusion of the disciplines of Philosophy and Sociology in the high school curriculum.
IV - About conceptions, guidelines and parameters of the MEC:
National Parameters for Secondary Education (2000)
Base document of the National Seminar on Vocational Education: Conceptions, experiences, problems and proposals (2003 - 2007);
Professional education as a strategy for development and social inclusion - Roadmap for debate in the state preparatory conferences to the National Conference of Professional and Technological Education (2006);
National Conference on Vocational and Technological Education: vocational education as a strategy for development and social inclusion - Base document and proposals of the state conferences (2006);
According to the Instituto Formação, the biggest challenge was not to structure an innovative design in the country for the CEMP in Baixada Maranhense, but to structure the entire curriculum, the menus of each new discipline proposed in the grid and the organization of didactic material for references and deepening. All this occurred simultaneously to the process of teacher training, which at the same time needed: to understand the new project of high school integrated to professional education and territorial development, to understand the proposed subject and access material for their own training and work in the classroom. All this simultaneity in the formative action aimed to guarantee the success of the Educational Project of CEMP, which was gradually conceived and implemented as a unit of production and socialization of specific knowledge for the territorial development which takes place at various levels of articulated construction, adopting a methodology of pedagogical work that includes management, teachers and students[1], including with the organization of the student body, creating a systematic and dynamic intergenerational dialogue in the school and community environment where the Center for High School and Professional Education (CEMP) Newton Bello Barros Filho, in a short time of operation, managed to stand out as an institution of reference for local society. (Formation Institute, 2005)
The Educational Project of CEMP was being built in order to contemplate the unfolding of the innovative curriculum design itself, elaborated as a response to the anxieties of young people in relation to education and work in the territory, as pointed out in the research data[2].
With the perspective that it was necessary to strengthen the education of young people when, after a long selection process, they reach the high school level, a theoretical-methodological principle was adopted that allowed to expand the possibilities of broader and more consistent formation of youth, through the realization of a pedagogical work practice centered on the principle of inseparability of teaching, research and extension.
This principle, adopted at the higher education level, was anticipated for the organization of the curriculum and educational situations of a theoretical and practical nature developed in the daily life of the school, so that young people could recognize themselves as subjects of a training process, in which they relate to themselves, their peers, their families and their city.
In addition to recognizing themselves as subjects of law, the young people began to assume their role of active leadership, in coordinated and collective actions, respecting ethical and educational principles, exercising citizenship, and co-responsible for the development of their city and the region where they were born and live.
Young people are important subjects in the processes of change and therefore should be prioritized in programs of formation for work and formation of local leaders, through the stimulation of their participation in diverse spaces, in student committees, in forums, which is increasingly enabling scale in participation with quality and a more effective participation of this segment of the population in the ongoing debate on public policies and the development of the grassroots economy.
They are the young people who will be able to understand and implement new perspectives of local development, through the process of organizing production circuits, based on the cells of production, commercialization, consumption and socialized distribution of income, to reinvest in productive activities, strengthening successful actions, and also raising the quality of life of them and their families. In this sense, it is important to guarantee public policies, especially educational ones, so that these young people can express all their talent and potential. (Training Institute, 2005)
In order to achieve these objectives that imply a greater commitment and articulation of the school with the territory, the teachers were permanently stimulated to make a process of re-education to incorporate new perspectives and new practices of political-pedagogical work, which propose in a broader way the construction of an educational community. (Rosar, 2005)
1] Although it is considered the segment of parents of students of the school, as being fundamental in the construction of the educational project, which covers the family to school, in the first year of the experience, 2004, their participation was more effective, although still very timid, in the thematic seminars. In 2005, the families were included in programs carried out in a more targeted manner for parents.
2] The curriculum design of the High School and Professional Center in the city of São Bento is attached to this project as an appendix. In the same way, the methodology for the construction of the Educational Project was annexed in order to allow a more detailed analysis of this conception, which was adopted and whose implementation experience has indicated that this can be a very rich path of collective elaboration of a new high school, for the most disadvantaged regions.
