As significações dos professores do programa aprendizagem do Senac São Paulo

Abstract

This research investigates the meanings that teachers in the Senac São Paulo Learning Program attribute to public policies on access to and permanence in the world of work. The fact that the author was born and raised in a vulnerable community motivated him to seek a path to social transformation through education and public policies. The study analyzes the program, regulated by Law No. 10,097/2000, as the central axis of a network of public policies that aim to promote inclusion, reduce inequalities, increase employability, and ensure sustainable career paths for young people. However, in practice, it faces contradictions, as many companies comply with it formally, offering low wages and repetitive tasks. We adopted HistoricalDialectical Materialism and Socio-Historical Psychology as our foundation. Thus, in our analyses, the categories of Historicity and Contradiction were essential, with the Nuclei of Meaning being used as a procedure for analysis and interpretation. The information was produced through semi-structured interviews with teachers in the program. The study explores how the diversity of teacher training and the lack of specific specialization constitute pedagogical practices. The findings reveal challenges such as teacher turnover, the lack of alignment between companies and Senac's methodology, and the need for contextualized training. The study concludes that, despite its potential, the program often reproduces precarious working relationships under neoliberal logic. It is crucial to rethink policy to ensure not only inclusion, but also dignity of work and critical training, overcoming contradictions