Uma análise do IFPB campus Picuí e sua relevância socioeconômica para a Microrregião do Seridó Oriental paraibano.

Abstract

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.