Taylorist-Fordist Pedagogical Model of Professional and Technological Education in Brazil: Analysis of Legal Devices Implemented between 1942 and 1997)
In this article, we seek to analyze the constitution of the pedagogical model of professional and technological education based on the analysis of the legal provisions implemented in Brazil between 1942 and 1997. We take historical-dialectic materialism as a theoretical reference. Regarding methodological procedures, a bibliographical research of works of historical value regarding the Russian System of Mechanical Arts (SRAM) was implemented combined with documentary analysis of legal provisions instituted in Brazil between 1942 and 1997. Sharing the conceptualizations of pedagogical models defended by Kuenzer (1999) and Lima (2004), we conclude that the Brazilian State regulated in professional and technological education a pedagogical model inspired by SRAM and the Taylorist-Fordist productive model, with unique characteristics, namely, the separation between the productive environment and the pedagogical, student selection, methodical training (from simple to complex), standardization of teaching processes, fragmentation of content into teaching units, hierarchy between teachers and students, rigorous supervision and control of time and schedule pace of learning, giving rise to a Taylorist-Fordist pedagogical model of professional and technological education in Brazil.
