O Senai na Constituição da identidade de seus alunos: um estudo sobre egressos que se tornaram instrutores

Abstract

ABSTRACT

This work has focused on identifying the contribution of SENAI, as an education institution, in the constitution of the identity of its alumni, particularly those who work or have worked as instructors at that school.

With a historical contextualization of the institution, we could have an overview of what had been thought and planned for the school since it was created and how it happened in the experience of the interviewed people. The close bond between the formation offered by SENAI and the work market, more precisely industry, offers the direction of such proposed formation. The modality of research here carried out was the qualitative one, on account of being the most adequate to the nature of this study.

The procedures of the data collecting counted on the following instruments: documental analysis, which had as objective to identify the guidelines proposed by SENAI. The material analyzed were annual reports issued by the institution, which provided information on the orienting presumptions., how it conceives students, their families, and what they intend to offer as formation to its pupils. We also carried out nine non-structured interviews with alumni of SENAI (instructors or ex-instructors at the institution), who provided important information on how the institution marked their lives; we used the life history narrative.

The data achieved from the life history narratives were organized, analyzed and interpreted in thematic categories, a posteriori defined, summarized in two comparative tables.

In the data analysis a contradiction very present in the dynamic SENAI emerged. Although, on one hand, the institution was thought of for providing the industrial market of production, as we could notice in our research, there is no doubt that it is as well an opportunity for schooling, that guarantees employment, what makes possible the overcoming of the origin conditions.

The deep affective bond that was established between the subjects of the research (instructors at SENAI) and students was fundamental for orienting them concerning their importance, their dignity, and the hope that teachers feel about seeing their students well employed, generating a context propitious for the development of autonomous identities, thus opposing the very proposal of SENAI as an institution. The rigid discipline, the strictness in the acceptation of its students points to the constitution of subservient identities. However, the intensity of affective bond contributes for promoting another possibility which is the one of autonomy. That affective strength can be noticed in almost the totality of the interviews carried out in this research.