Submitted by Leticia Schettini (leticia@ufrrj.br) on 2022-05-02T13:30:53Z No. of bitstreams: 1 2019 - Marcelo Padilha Aguiar.pdf: 945612 bytes, checksum: 3bd2567c0e416cdbb1d2a8cea4dbbff0 (MD5) Made available in DSpace on 2022-05-02T13:30:53Z (GMT). No. of bitstreams: 1 2019 - Marcelo Padilha Aguiar.pdf: 945612 bytes, checksum: 3bd2567c0e416cdbb1d2a8cea4dbbff0 (MD5) Previous issue date: 2019-06-14 CAPES The world of work has been undergoing profound transformations, causing a series of concerns for the new generations, who are preparing to take up jobs in free market economics but also in solidarity economies with fair markets and less and less hierarchical organization, but cooperated. The search for alternatives for the generation of work and income must consider the possible breaks in the subordination of labor to capital while maintaining the social and historical achievements of the worker. One of these forms of organization and performance is cooperativism, which emerges as an alternative to collective work organization. This dissertation aims to seek the foundations of cooperativism and from the perspective of the Brazilian professional education policy, convergent elements that support a proposal of cooperative education capable of responding to the demands of the current job market. For the cooperative system, education is a fundamental instrument because it is responsible for sustaining the formation dynamic. Understanding that education and training are indispensable for the survival of cooperatives. Cooperativism in the Amazon began to be used as a business model by traditional populations of the region (Indians, extractivists, riverine, quilombola farmers, fishermen), with more emphasis from the process of redemocratization, 1988, since social movements hitherto organized in different ways, each with its ?flag of struggle? in order to guarantee their rights, such as the indigenous movement for the demarcation of their lands, the black movement with the recognition of quilombola areas, and the extractivists for the creation of extractive reserves. , whose icon was the rubber tapper Chico Mendes. The study presented here focused on the analysis and experiences of existing cooperatives in the Jari Valley with some proven relationship as an institute or education program for cooperation. To this end, in the foundations that deal with the concepts, we take into consideration: historical aspects of the development of this experience of popularly based productive organization in the region; social aspects with emphasis on the democratic character in the popular participation in the productive and directive framework of this self-management business model and in the professional character of the qualification process of the associates of these enterprises; besides the economic aspect oriented to the quantitative and qualitative results of the real performance of these enterprises. In this context, the research is based on the hypothesis that it is essential to integrate the professional technical pedagogical process with cooperative processes linked to productive arrangements that are based on local economic reality and business opportunities arising from this context, as a way to influence the qualification of professionals able to enter the working world with flexibility, proactivity and creativity, which leads us to propose a model of cooperative professional education, not as a segment, but as a methodological instrument integrating standard technical knowledge and current productive practical knowledge. O mundo do trabalho vem passando por profundas transforma??es, causando uma s?rie de inquieta??es ?s novas gera??es, que se preparam para assumirem postos de trabalhos em economia de livre mercado mas tamb?m em economias solid?rias com mercados justos e de organiza??o cada vez menos estabelecidas em hieraquias, mas sim cooperadas. A busca de alternativas para a gera??o de trabalho e de renda deve considerar as poss?veis quebras de subordina??o do trabalho ao capital e, ao mesmo tempo, manter as conquistas sociais e hist?ricas do trabalhador. Uma dessas formas de organiza??o e atua??o ? o cooperativismo, que surge como alternativa de organiza??o do trabalho coletivo. Esta disserta??o objetiva buscarnos fundamentos do cooperativismo e na perspectiva da pol?tica de educa??o profissional brasileira, elementos convergentes que d?o sustenta??o para uma proposta de educa??o cooperativista capaz de responder as demandas do mercado de trabalho dos tempos atuais. Para o sistema de cooperativa a educa??o ? um instrumento fundamental por ser respons?vel pela sustenta??o da din?mica formativa. Entendendo que educa??o e capacita??o s?o indispens?veis para a sobreviv?ncia das cooperativas. O cooperativismo na Amaz?nia passou a ser utilizado como modelo de neg?cio pelas popula??es tradicionais da regi?o (?ndios, extrativistas, ribeirinhos, quilombolas agricultores, pescadores), com mais ?nfase a partir do processo de redemocratiza??o, 1988, visto que os movimentos sociais at? ent?o se organizaram de maneiras distintas, cada um com sua ?bandeira de luta?, a fim de garantir seus direitos, como o movimento ind?gena pela demarca??o de suas terras, o movimento negro com o reconhecimento das ?reas quilombolas, e os extrativistas pela cria??o das reservas extrativistas, que teve como ?cone o seringueiro Chico Mendes. O estudo aqui apresentado se deteve na an?lise e de experi?ncias de cooperativismo existentes no Vale do Jari com alguma rela??o comprovada como um instituto ou programa de educa??o para a coopera??o. Para esse fim, nos fundamentos que tratam os conceitos, levamos em considera??o: aspectos hist?ricos do desenvolvimento dessa experi?ncia de organiza??o produtiva de base popular na regi?o; aspectos sociais com ?nfase no car?ter democr?tico na participa??o popular no quadro produtivo e diretivo desse modelo empresarial auto gestion?rio e no car?ter profissional do processo de qualifica??o do quadro de associados desses empreendimentos; al?m do aspecto econ?mico orientado aos resultados quantitativos e qualitativos do desempenho real desses empreendimentos. Neste contexto, a pesquisa se sustenta na hip?tese de que ? imprescind?vel ? integra??o entre o processo pedag?gico t?cnico profissional com processos cooperativos ligados ? arranjos produtivos que por sua vez estejam alicer?ados na realidade econ?mica local e oportunidades de neg?cios decorrentes deste contexto, como forma de influenciar a qualifica??o de profissionais capazes de inserir-se no mundo do trabalho com flexibilidade, proatividade e criatividade, o que nos leva a propor um modelo de educa??o profissional cooperativista, n?o como um segmento, mas como um instrumento metodol?gico integrador do conhecimento t?cnico padr?o e o conhecimento pr?tico produtivo atual.