Abstract
The study aims to outline the power, dependence, and exclusion relations in the Federal Network of Professional, Scientific, and Technological Education and its implications at the organizational level and aspects of the composing institutions. This is documentary research, and its corpus consists of official documents, bills, laws, reports issued by federal bodies, electronic pages, and academic productions. The Eliasian theory was used, employing established and outsider categories. The 19 Schools of Apprentice Artificers represent the genesis of the Network, which, despite tensions, was politically expanded. The advance to higher levels of education materialized in institutional transformations has the Universidade Tecnológica Federal do Paraná as an inflection point. The Ministry of Education has been proposing policies to curb the individual application of Network members for higher levels of education. The most noticeable movement in this direction was the establishment of the Federal Institutes of Education, Science, and Technology. In conclusion, as a pulsating configuration, the network was built between the stigma of offering a species of second-class education aimed at the most disadvantaged classes (ÉRGA) and the search for a superior status (ÉPEA).
Keywords
Escola de Aprendizes Artífices; Rede Federal de Educação Profissional; Científica e Tecnológica; Educação Tecnológica