Executive Summary

_{Author: André Luiz Gomes Da Silva — Advisor: Orjana De Oliveira Pacheco Rossi}

^{Summary prepared by the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute focused on synthesis and writing.}

As argued by Costa and Montanhara (2021), the right to work is a pillar of human dignity, and its effective realization for all requires the substantial application of the principle of equality, which implies the implementation of active governmental policies to correct structural inequalities and offer real growth opportunities. In this scenario, Law No. 10.097/2000, popularly known as the Young Apprentice Law, represents a legal milestone and an instrument of great social transformation relevance in Brazil. This legislation enables organizations to exercise their function as agents of change, becoming catalysts for economic and social development (Brazil, 2000). This duality is fundamental, as it aims to train not only a task executor but a professional aware of their role in society, capable of reflecting on their practice and adapting to the constant changes in the world of work (Brazil, 2000).

From the perspective of People Management, the training offered to young apprentices aligns directly with the strategic concepts of Training and Development (T&D). Authors such as Wanzeler et al. (2018) argue that T&D actions have ceased to be merely operational and have become strategic, contributing to the development of human capital and organizational competitiveness. Theoretical training, therefore, is an indispensable component of this process, as it provides the conceptual basis that qualifies practice and enhances learning, ensuring that young people have a greater chance of success in their professional journey.

For the conduction of this study, a qualitative approach was adopted, with a research design characterized as descriptive and participatory. The choice of this approach is justified by the need to deeply understand the nuances, meanings, and perceptions of the instructors regarding the investigated phenomenon, valuing their experiences and narratives. The descriptive nature allowed mapping and detailing the characteristics of theoretical training in the specific context of a city in the interior of Bahia, while the participatory bias recognizes instructors as active subjects in the construction of knowledge about the program. Qualitative research, in this case, offers the necessary flexibility to explore the complexity of human interactions and training processes, going beyond purely quantitative data. The main instrument for data collection was a semi-structured questionnaire, developed specifically to meet the objectives of this research.

The questionnaire was developed based on the theoretical framework and the research problem, ensuring its methodological adherence and coherence. The application took place online, through the Google Forms platform, which facilitated access for participants and the initial organization of data. As highlighted by Castro and Oliveira (2022), the semi-structured questionnaire is a strategic tool that balances the structure of guide questions with the flexibility for open-ended responses, allowing for the collection of rich, dense, and contextualized data. The target population of the study consisted of instructors who work in the theoretical training of young apprentices in partner organizations of the program in Feira de Santana, Bahia. The final sample included the participation of ten respondents. Although the number may seem small, it is representative of the local reality, given the limited universe of professionals who perform this specific role in the municipality.

Even in large organizations, such as the municipal government, which has about a thousand apprentices, the instructor body is lean, with only four professionals dedicated to this training. Therefore, the sample included a significant portion of the instructors working in the city, ensuring the relevance and validity of the data collected for understanding the local scenario.

For the analysis of the obtained data, the content analysis technique was employed, following the guidelines of Bardin (2011). This method allowed for the systematization and interpretation of the responses, both closed and open-ended questions, through the identification of emerging themes and categories. The process involved a floating reading of the material, coding of the responses, and categorization of recurring themes, which enabled a deep understanding of the perceptions and practices reported by the instructors. Complementarily, the research was supported by a robust literature review, with a survey of publications in indexed databases such as Scielo and Periódicos CAPES. As highlighted by Sousa et al. (2021), bibliographic research is fundamental for building a solid theoretical basis that guides empirical analysis, requiring the researcher to have the capacity for synthesis, reflection, and theoretical articulation. The integration between empirical data and theoretical grounding ensured the consistency and rigor of the analysis.

The analysis of the results, based on the perception of the instructors responsible for the theoretical training of young apprentices in Feira de Santana, Bahia, reveals a complex and multifaceted panorama regarding the program’s impact. The profile of the ten respondents shows a predominance of the female gender (60%), with an age distribution concentrated between 25 and 54 years. The academic background is predominantly in the area of education, with 60% of the instructors being pedagogues, which aligns with the fact that 80% already had previous experience with education before working in the program. The majority (80%) work in face-to-face modality, suggesting a training model that values direct interaction. This data indicates a body of instructors with a strong pedagogical background, which potentially influences the approach and quality of the training offered.

The general perception of instructors regarding the importance of theoretical training is extremely positive, being considered one of the fundamental pillars for the professional preparation of young people. The synthesized responses indicate that theory goes far beyond the simple transmission of content; it broadens general and specific knowledge, develops critical thinking, and offers a solid foundation of essential skills and competencies for the job market. Furthermore, theoretical training was described as a space for welcoming and listening, crucial for young people who often come from vulnerable backgrounds. This human dimension of training contributes to personal growth, strengthening self-confidence, and preparing them to face challenges with greater security, responsibility, and social awareness, corroborating the vision that the program aims for integral training.

Despite the positive outlook, the research identified critical points regarding the program’s adequacy for the current labor market demands. Although 70% of instructors believe the training fully meets these needs, 30% consider it only partially meets them. The justifications for this partial perception are revealing and point to significant improvement opportunities. These bottlenecks suggest that, to maximize the program’s effectiveness, continuous effort in curricular and methodological updating is needed, as well as a strengthening of the link between theory and practice. This need for greater articulation is reinforced by data on the perception of integration between theoretical training and professional practice. Sixty percent of participants consider this articulation “very well articulated,” while 30% see it as “partially articulated” and 10% as “poorly articulated.”

Training only becomes truly significant when the young person can connect the concepts learned in the classroom with the tasks they perform in the company’s daily operations. A partial or weak articulation can result in fragmented learning, where theory seems distant from practice and vice versa. Strengthening this bridge is, therefore, a central challenge for the management of apprenticeship programs, requiring constant dialogue and joint planning between instructors and supervisors in companies. Among the technical competencies, the most highlighted by instructors were “oral and written communication” and “customer service”, both mentioned by 70% of respondents. These skills are transversal and highly valued in practically all market sectors. In the field of behavioral competencies, “teamwork” (90%) and “responsibility” (80%) were the most cited, closely followed by punctuality, autonomy, and proactivity. (2018).

The behavioral changes observed in young people throughout the training are concrete evidence of the program’s impact. Instructors’ reports describe a transformation trajectory: young people who arrive insecure and without prospects and, over the course of the process, develop self-confidence, responsibility with deadlines, proactivity, and clearer communication. One of the reports mentions a young person who, after going through the program, was hired as an employee at the company where they worked, exemplifying the potential for life transformation. These behavioral changes, which include greater collaboration, respect in interpersonal relationships, and the development of a professional attitude, demonstrate the program’s success in meeting the objectives advocated by the Young Apprentice Law (Brazil, 2000), which aims at the integral formation of the individual. The social impact of the program is another noteworthy dimension. Eighty percent of the instructors consider that the program contributes “a lot” to the social inclusion of young people.

The justifications indicate that, by enabling the first qualified entry into the labor market, the program strengthens the economic condition, self-esteem, and professional potential of the participants. Furthermore, it was mentioned that the training keeps young people engaged in productive activities, distancing them from risky situations such as crime, and promotes socialization in collective environments. This perception aligns with studies that view vocational training programs as tools for promoting equity and citizenship (Souza et al., 2020; Bezerra et al., 2022). Theoretical training, in this context, is fundamental for the development of critical thinking, with 100% of respondents agreeing that it contributes to this purpose, by broadening young people’s worldview and encouraging them to analyze, question, and propose solutions to everyday problems. Finally, the research points to the program’s role as a vector of social mobility.

Ninety percent of instructors agree that experience favors social mobility and broadens young people’s future prospects. The concept of social mobility, as defined by Freitas (2021), refers to the possibility for individuals to improve their socioeconomic position relative to that of their family of origin. By offering qualifications, professional experience, and a network of contacts, the Jovem Aprendiz program breaks down barriers and creates opportunities that many of these young people would not have otherwise. The instructors’ final observations, which blend the gratification of seeing the young people’s progress with frustration over some’s disinterest, paint a realistic and human picture of the challenge of youth training. The perception that theoretical training, combined with active listening, is fundamental to awakening young people’s potential, summarizes the strategic importance of this component in the program.

The integrated discussion of these results, in light of the literature on youth and precarious work (Silva, 2023) and reception policies (Leal and Alberto, 2021), reinforces the need to continuously strengthen these public policies. The research showed that theoretical training, within the scope of the analyzed Young Apprentice programs, plays an essential and multifaceted role that transcends mere technical preparation for work. The results demonstrate that the successful integration between theory and practice strengthens the autonomy, self-esteem, and social inclusion of young people, functioning as a powerful mechanism for inclusion and significantly expanding their future prospects and potential for social mobility. Theoretical training, therefore, consolidates itself as a pillar for the program’s effectiveness, contributing to the formation of more conscious citizens and more qualified professionals. Despite the confirmed relevance, the study also pointed out important challenges and limitations.

The need for constant updating of teaching methodologies was identified, seeking greater dynamism and interactivity, as well as a finer adjustment of the programmatic content to the dynamic reality and the demands of the contemporary labor market. It is essential to emphasize that the findings of this research reflect the perception of a restricted group of ten instructors working in a single city, a methodological limitation imposed by the small contingent of professionals who perform this function in the investigated context. This specificity prevents the generalization of the results to other municipalities or institutional realities.

It is concluded that the objective was achieved: it was demonstrated that theoretical training, in the perception of the instructors, constitutes an indispensable pillar in the Young Apprentice program, positively influencing the professional development, social inclusion, and civic education of the young people.

References:
^{Bardin, L. 2011. Content analysis. Edições 70, São Paulo, SP, Brazil.
Bezerra, F. W. C. 2022. Diversity management in organizations: a brief bibliographic review. Research, Society and Development 11(11): 1-12.
Brazil. 2000. Law nº 10.097, of December 19, 2000. Amends provisions of the Consolidation of Labor Laws – CLT, approved by Decree-Law nº 5.452, of May 1, 1943. Official Gazette of the Union, Brasília, Dec. 20, 2000. Section 1, p. 1.
Castro, E.; Oliveira, U. T. V. 2022. The semi-structured interview in qualitative-interpretive research: a guide to process analysis. Entretextos 22(3): 25-45.
Costa, D. A.; Montanhara, R. 2021. Public youth policies and productive inclusion: an analysis of professional learning. Brazilian Journal of Public Policies 11(2): 114-132.
Freitas, A. A. 2021. Well-being and social stratification in contemporary Brazil. Brazilian Journal of Sociology 9(22): 196-221.
Leal, N. S. B., Alberto, M. F. P. 2021. Welcoming policies and youth: the issue of insertion in professional training. Psychology: Science and Profession 41: 1-16.
Silva, J. H. 2023. Work trajectories: precarious jobs and temporary insertions. Pro-Posições 34: 1-31.
Souza, A. C. S. et al. 2020. The value of diversity in organizations: a mere discourse or an effective experience. Valore Journal 5: 371-383.
Souza, M. A. et al. 2021. Bibliographic research: foundations and applications. Multidisciplinary Scientific Journal Knowledge Hub 2(30): 50–65.
Wanzeler, R. et al. 2018. People management: strategic vision on training and development in the context of 21st-century organizations. Journal of Administration and Business of the Amazon 10(2): 67-84.}

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Executive summary from the Final Project of the Specialization Course in People Management of the MBA USP/Esalq

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