O papel pedagógico das cooperativas-escola: Um estudo comparativo da prática educativa do Campus Paraíso do Tocantins, do Instituto Federal do Tocantins, e do Campus Urutaí, do Instituo Federal Goiano.

Abstract

The text presents a comparative analysis and reflection on the educational role of Coimplanted in Schools extinct, extinct CEFET Urutaí Technical School of Palmas - Tocantins UNED Paradise, currently the Federal Institute of Education, Science and Technology Goiás - Campus Urutaí and the Federal Institute Education, Science and Technology of Tocantins - Campus Paraíso do Tocantins, respectively, in 1979 and 2008. We seek to identify their conservations and changes, the particular, the goals and operation from the following question: over the years, significant changes in political and educational role of the Cooperative School? We aimed to compare the experience of the Cooperative School in Paradise Urutaí and deployment of Tocantins, to clarify its role in educational training. As primary instruments for data collection, we review the literature on the subject, in bibliographic and documentary sources, and also the use of questionnaires and semistructured interviews with individuals directly or indirectly involved in two initiatives. We note that, despite being deployed in different periods, the two cooperatives have similarities and differences. The similarities are related to organizational issues and the intention to build a cooperative school culture and be an educational tool capable of bringing together theory and practice. On the other hand, we identify contradictions between each other, especially regarding the accomplishment of its objectives and the linkage between lectures, educational practice and preparation for the labor market, moreover, the idea that each community has their local school-Cooperative school, and about the fact that respondents emphasize its importance in education and training, but at the same time, claiming that they do not play the primary educational function. So, the research revealed that the contradictions between discourse and reality were the possible causes of mischaracterization and finalization of Cooperatives studied. Furthermore, we found that the educational reforms in Brazil between the 1970 and 1990 (Law 5.692/1971, LDB/1996 and Decrees No. 2.208/1997), the 1971 had a major influence in the organization and functioning of cooperatives, School in general. Other reforms were also, though to a lesser extent, as they ensured the continuity of training and attempt to link between education and work.