PLANIFICACIÓN REGIONAL: RETOS DEL PROTAGONISMO JUVENIL EN LA FORMACIÓN PROFESIONAL PARA LA EMPLEABILIDAD EN CARAGUATATUBA/SP

Abstract

Inserted within the axis of Public Policy Management and Employability for Regional Development, this research investigates the relevance of Vocational and Technological Education (VTE) integrated into High School in the municipality of Caraguatatuba, São Paulo. The study aims to analyze the implementation of the technical training pathways of the Management and Business Axis, specifically the courses in Administration, Logistics, and Sales, in the context of Law No. 13.415/2017, evaluating the case of three state public schools. It seeks to understand the tensions and convergences between school education, preparation for the world of work, and the socioeconomic dynamics of the North Coast of São Paulo. The theoretical foundation is anchored in the historical trajectory of vocational education in Brazil, the structural duality of high school education, and the articulation between the categories of work, comprehensive education, and regional development. Methodologically, this is exploratory and descriptive research, with a qualitative-quantitative approach. The corpus consists of Political-Pedagogical Projects (PPPs), course plans, and institutional documents from the selected educational units. The data were subjected to document analysis and statistical-lexical treatment using the IRaMuTeQ software, which allowed the identification of thematic classes and textual recurrences. The analysis reveals a strong normative influence on curricular organization and a centrality in technical qualification geared towards employability. References to the territory are also identified, signaling attempts to align vocational training with the demands of local economic development. It is concluded that the implementation process of Vocational and Technological Education (VTE) in the region expresses latent tensions between the conception of comprehensive citizen education and the urgency of productive insertion, reinforcing the need to consolidate the Political-Pedagogical Project as a mediating instrument between educational policies and the reality of the school environment.