SANTOS, J. V.; http://lattes.cnpq.br/8116898583448304; SANTOS, José das Vitórias dos.
Résumé:
The present work aims to analyze the expansion and internalization of the Federal Institutes of
Education, Science and Technology as the effectiveness of a public policy in education, through
the relationship with local and regional development. We aim, therefore, to analyze the
implementation of the Federal Institute of Education, Science and Technology of Paraíba
(IFPB) in the Picuí-PB campus and its social and economic impacts on the micro-region of the
Seridó Oriental Paraibano, considering the professional training of young people and the
insertion of graduates in the regional labor market in the period from 2009 to 2020. From this
direction, we developed the research based on quantitative studies, which need and go through
qualitative analysis in order to serve as a scientific basis for the substantiation of our
investigations, culminating in a case study. To support the discussion, we built a questionnaire
aiming to seek answers from the graduates, which was applied via Google Forms to 30% of our
target audience; after that, interviews were conducted, through the Google Meet platform, with
graduates and social actors we deemed fundamental to reach a broader understanding of the
process. In our theoretical base, we made use of several authors and from different areas, such
as Education and Sociology, who could offer us the necessary background to discuss concepts
with amplitude, especially in reflections such as the relations between education and
development, or even antagonistic concepts, such as developmentalism and neoliberalism and
topics such as public policies in education. With this, we postulated discussions about the
dynamics of its growth on the national level, the spatial arrangement of campuses throughout
the state of Paraíba and the stages of the Federal Education Network expansion process in
Paraíba's borders; moreover, we pointed out the main regional and local characteristics
regarding the insertion of the campus in question. As the studies deepened, we realized that the
internalization of the Federal Institutes has not only brought professional qualification, entry
into the job market, or access to universities, but a whole set of beneficial actions made possible
by the application of public policies and that has culminated with an immeasurable cultural and
intellectual gain, unable to be quantified in this research, only. We understand, therefore, that
the implantation of the Federal Institutes enables a qualitative advance from a singular path, a
project of a nation that understands education as a commitment to transformation and the rise
of knowledge, of goals capable of transforming social life.