CICLO DE OFICINAS EDUCAÇÃO CIDADÃ: Política com elas e para elas

Abstract

This dissertation, part of Research Line 1 (Educational Practices in Vocational and Technological Education) within Macroproject 1 (Methodological Proposals and Resources), investigated how the Vocational and Technological Education offered by the Federal Institute of Acre (IFAC) contributes to the civic formation of female students in the third year of the Integrated High School with the Technical Course in Internet Informatics, at the Rio Branco Campus, by encouraging political citizenship and conscious participation in the public sphere. Grounded in Marxist historical-dialectical materialism and articulating the concepts of omnilaterality and polytechnics, the research aims to address a gap identified in the state of the art: the absence, over the last five years, of studies that simultaneously address these three dimensions, as existing research only discusses thematic pairs (VTE and gender, or gender and politics). Methodologically, a qualitative approach was adopted, combining bibliographic research, document analysis, and fieldwork. Dialogic circles were conducted, and questionnaires were applied to fifteen students. Data analysis integrated the Marxist framework with French Discourse Analysis (Pecheutian strand), enabling the examination of both material conditions and discursive processes that shape students’ political formation in the context of peripheral capitalism. The results revealed three main axes: (1) the family remains the primary space for political socialization, although IFAC proves to be a favorable environment for the development of critical thinking; (2) the institution reproduces internal hierarchies that limit democratic practice; and (3) students, although aware of the underrepresentation of women in politics and the patriarchal mechanisms of exclusion, do not necessarily see themselves as agents of change. The analysis also highlighted the contradiction between the emancipatory potential of VTE and its role within the capitalist mode of production, manifested in the lack of institutional spaces for political debate, which are mostly confined to Sociology classes. As a practical contribution, the study proposes the development of teaching materials and pedagogical strategies that organically integrate political discussion into technical training, overcoming curricular fragmentation. The results indicate the need to reframe politics within the student space to promote emancipatory education and support the formation of citizens who are aware of their role in transforming unequal social structures.