Omnilaterality and polytechnics in professional education integrated to High School

The history of Professional Education is complex and composed of several elements that lead to a dialectical reflection on the reality focused on work relationships. The article intends to carry out an analysis of the historical path of Professional Education integrated into Secondary Education (EPIEM) in Brazil, highlighting the points of resistance and oppression. The objective is to promote reflection on comprehensive training, with a view to the relationship between work and education, and to analyze the contributions of the concepts of omnilaterality and polytechnics to overcoming the historical duality existing in the Brazilian educational curriculum. Even today, this system finds itself in an identity crisis, with the most recent reform of secondary education, materialized in the form of Law no 13,415/2017, responsible for the new fragmentation of the secondary education curriculum. This legislation substantiates knowledge with market logic and goes against a model of democratic schooling proposed by several intellectuals throughout history. The study has as its theoretical contribution works by authors such as Dante Moura (2007; 2013; 2021), Dermeval Saviani (2007; 2012; 2013), Karl Marx and Friedrich Engels (1998; 2011), Mario Manacorda (2010) and Marise Ramos ( 2008; 2017). In this way, it is hoped, with this work, to promote greater reflections on EPIEM, which is a modality with the potential to provide comprehensive and complete training to students, in addition to collaborating with debates that seek to promote a more egalitarian, secular, free and quality for everyone