O impacto da implantação dos institutos federais no desenvolvimento local e regional: o caso do IFPR

Abstract

The research evaluates whether the Federal Institutes (IFS) are meeting the determination of Law Nº. 11,892/2008 which attributed to them in the elaboration and implementation of public policies inducing local and regional development. The general objective was to develop a model of public policy analysis, with a view to assessing the impact of the implementation of an IFPR campus and the service of its strategic objectives. The specific objectives were: i) identify the role of the state as inducer of educational public policies; ii) Evaluate the impact of the implementation of an IFPR campus on local and regional development, from 2010 to 2024 (socioeconomic indices and performance parameters), coupled with compliance with their strategic objectives defined by law (analysis categories); iii) Validate the analysis model with its application at IFPR/Campus Campo Largo. The theoretical framework is treated in two chapters: the first presents a systematic bibliographic review and, following, theoretical approach to: Education as a social law and educational public policies; The history of professional and technological education, the creation of Ifs, their guidelines and conceptions; Local and regional development from the IFS perspective. The second chapter deals with public policy analysis, starting with: definition; Procedural acts; Evaluation and indicators; Models of analysis and, finally, TCU assessments regarding the performance of IFS. The research classified as qualitative, developed and validated a model of educational policy analysis, with 40 indicators, containing categories of analysis, socioeconomic indices and performance parameters, which can be applied by researchers and managers. To respond to the proposed analysis model were performed: documentary analysis, empirical data collection, articulated with a case study. The analysis categories are: i) the pedagogical proposal; ii) the courses implemented; iii) Applied and Extension Research Projects; iv) formalized partnerships; iv) bonds with the external community; v) Changes in the urban context and improvement of mobility. While the indices are economic and social constant in Ipardes and IBGE. Performance parameters focused: i) academic results extracted from the Nilo Peçanha platform; ii) qualification of graduates and employability; iii) Increased income and improvement in quality of life. The research design involved: i) systematic bibliographic review and theoretical framework, with development and articulation of knowledge; ii) collection and examination of socioeconomic indicators of the municipality of Campo Largo; iii) document and field research, with data collection directly, from 2010 to 2024; iv) Focal group technique with 47 graduates; interviews with 07 IFPR servers and 07 public agents, members of ACICLA and union who participated in the campus implementation process; Interview with 07 key actors of economic development (HR of local companies), totaling 68 people; v) systematization, analysis and discussion of the data collected. The study demonstrated that it is possible, through an analysis model, to evaluate the impact of Ifs as protagonists of innovative educational policies and, finally, that the implementation of Campus Largo campus was one of the vectors of promoting local and regional development. Among the results identified, we highlight: observance of pluricurricular and verticalized pedagogical organization; Extension actions dialogated with society; Consolidation and expansion of campus in meeting APL demands; significant financial investments; bonds with the community; The best parameter evaluated by graduates was human formation, critical thinking, autonomy and creativity; The key actors of economic development highlighted unique characteristics of workers with training at IFPR. In parallel, it identified any needs for correction of directions or redirects of some actions: expansion in the number of vacancies intended for the undergraduate and education of youth and adults; promotion for the development of applied research projects; Reduction in school dropout numbers; Improvement in academic efficiency indices; Fitness of graduates to work in technical training; Expansion of internship, work or employment opportunities in the area of training throughout the course.