REPRESENTAÇÕES SOCIAIS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: ESTADO DO CONHECIMENTO, VOZES E DESAFIOS PARA O PERTENCIMENTO COLETIVO

Abstract

Integrated technical education at the secondary level has been consolidated in Brazil as a public policy for comprehensive education since 2008, through the Federal Institutes of Education. However, this educational modality remains marked by tensions between emancipatory perspectives and a logic focused narrowly on workforce qualification. In this context, it becomes relevant to understand how different social actors perceive this form of education, drawing on the Theory of Social Representations (TSR). This article presents a state-of-the-art review based on research and analysis of digital databases such as Google Scholar and SciELO. The analysis reveals significant advances but also highlights notable gaps, particularly the lack of investigations into the perceptions of families and external sectors of society. By articulating the state-of-the-art approach with TSR, this study contributes to broadening the debate on the role of listening, dialogue, and collective participation in the consolidation of socially grounded educational public policy.