Omnilateral human training and Integrated High School

the (dis)connection between scientific training and youth politics

Abstract

This text is part of the theoretical deepening of the
meaning of integration and Integrated Secondary
Education, which is conceived as a pillar in the
confrontation with the structural duality in Basic Education and in the dispute between the direction of scientific
training and youth policy. In the Federal Institutes of
Education, Science and Technology, this dispute is central
to fulfilling their social function of promoting “sustainable
development” and the “quality of life” of the populations
where they operate. The deepening and dispute are part
of the ontological, epistemological and practical political
sense of integration, especially in high school. Likewise,
the dispute over understanding, from childhood, the
educational principle of socially useful productive work and
the contradictory dimension of the prohibition of child labor guided by the Internacional Labor Organization (ILO).