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Professional Education In State Schools In Brazil, North And

Amapá, Between 2012 And 2022: A Brief Review

REVIEW ARTICLE

CARVALHO, Suelen1, FECURY, Amanda Alves2, DENDASCK, Carla Viana3,

OLIVEIRA, Euzébio de4, DIAS, Claudio Alberto Gellis de Mattos5

CARVALHO, Suelen. et al. Professional education in state schools in Brazil,

North and Amapá, between 2012 and 2022: a brief review. Revista Científica
Multidisciplinar Núcleo do Conhecimento. Year. 07, Ed. 12, Vol. 03, pp. 99-120.
December 2022. ISSN: 2448-0959, Access link:
https://www.nucleodoconhecimento.com.br/education/professional-education, DOI:
10.32749/nucleodoconhecimento.com.br/education/professional-education

ABSTRACT

Brazilian state governments are responsible for providing secondary public

education, both formal and EPT. The federal government, however, is the main
regulator of public policies in education, through the Ministry of Education and
Culture (MEC)[6]. The objective was to carry out a bibliographic review on
professional education in state schools in Brazil, in the North and in Amapá, between
2012 and 2022. It was carried out in research databases such as Google Scholar,
Periodicals CAPES, Mendeley – Reference Management Software, and Scientific
Electronic Library Online – SciELO, between 2012 and 2022. Using the selected
descriptors, 52,854 scientific documents were found, of which 11 met the
requirements and are part of this review. The Federal Government invested in the
expansion and expansion of the EPT and most Brazilian states requested this
technical and financial assistance. Efficient supervision of financial resources
transferred to states is almost non-existent. This implies discontinuing actions aimed
at strengthening, expanding and expanding EPT in the states and updating data by
the State Departments of Education in the National Information System for
Professional and Technological Education (SISTEC). EPT goes beyond education
for marketing purposes. In the state network it needs to be public, polytechnic and
of quality. It is necessary to have and carry out more studies and surveys in order to
have a greater number of consolidated data about it, and thus increase the
understanding of what EPT is like in state education networks in the country.

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Keywords: EPT, State School, Amapá, Professional Education.

INTRODUCTION

Education has several concepts and meanings. Formal education, for example,
takes place within the school through the relationship between the student and the
teacher. It is in this place where the student learns the content explained by the
teacher. This results in a certification document recognized by society, which is
necessary to perform some jobs (LIBÂNEO, 2010).

Vocational Education is a modality of teaching basic education (primary and

secondary education). The offer is carried out through technical courses and also
Initial and Continuing Training (FIC)[8], which aim to develop skills and abilities to
provide qualified labor for the job market. This type of education can be a facilitator
for obtaining a job opportunity, maintenance, or replacement in the labor market, as
well as for insertion in society (REGO et al., 2021).

The Federal Constitution states, in its articles 205 and 206, that:

A educação, direito de todos e dever do Estado e da família,

será promovida e incentivada com a colaboração da
sociedade, visando ao pleno desenvolvimento da pessoa, seu
preparo para o exercício da cidadania e sua qualificação para
o trabalho. O ensino será ministrado com base nos seguintes
princípios: [...] IV - gratuidade do ensino público em
estabelecimentos oficiais (BRASIL, 1988).

As a duty of the State, governments must offer public and quality education free of
charge to all citizens (BRASIL, 1988). In this scenario, public schools of the state
education network emerge, which receive funding and investment from the Brazilian
states. The obligation of states with education encompasses elementary school I
and II, high school and some technical schools (BRASIL, 1996).

On October 26, 2011, the Federal Government, through Law 12,513, created the
National Program for Access to Technical Education and Employment

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(PRONATEC)[9]. Among the objectives are the expansion of professional education

in the federal and state networks and the expansion of professional courses
(SOUZA, 2020).

The same law, in its 4th article, states that “[...] Pronatec will be developed through
the following actions, without prejudice to others: [...] II - fostering the expansion of
vacancies and the expansion of state networks of professional education” (BRASIL,
2011).

For the expansion of state professional education networks, PRONATEC adopted,

among others, public policy actions for Professional and Technological Education
(EPT)[10] such as, for example, the Brasil Profissionalizado and Mediotec programs
(MEC, 2018).

The Brasil Profissionalizado program, through financial assistance to the States,

aims to expand, expand and modernize the schools of the state networks of
professional and technological education, making the offer of technical courses of
secondary level more accessible (SILVA et al., 2015; MEC, 2018b).

The Mediotec program offers vocational courses along with high school training with
the aim of expanding and democratizing access to and training in EPT (MEC,
2018a).

Brazilian state governments are responsible for providing secondary public

education, both formal and EPT. The federal government, however, is the main
regulator of public policies in education, through the Ministry of Education and
Culture (MEC) (VIANA and CASTIONI, 2017). For this, the MEC, through the
Secretariat of Professional and Technological Education (SETEC)[11], prepared the
National Catalog of Technical Courses (CNCT)[12]. This serves as a basis for
planning course offerings by high-level technical professional education teaching
institutions (MEC, 2022).

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The CNTC is updated periodically and, as of 2020, is in its 4th edition. It presents 13
technological axes, divided into 215 courses, to offer professional courses for
education networks (Table 1) (MEC, 2022).

Table 1 Shows the number of technical courses within the technological axes present in the National
Catalog of Technical Courses (CNCT)

Source: MEC (2022).

SETEC also prepared the Pronatec Guide for FIC courses, which is a guiding
document for choosing courses, which is in its 4th edition (approved by Ordinance
No. 12 of May 3, 2016). Contains 12 technological axes divided into 646 courses.
(Chart 2) (MEC, 2016).

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Table 2 Shows the number of technical courses within the technological axes present in the Pronatec
Guide to FIC Courses

Source: (MEC, 2016).

The National Information System on Professional and Technological Education

(SISTEC), created in 2009 by SETEC, has the function of disseminating data on
Professional and Technological Education in Brazil. Educational institutions that
offer EPT need to enter data (the number of enrolled students, courses offered, class
attendance and the number of graduating students) so that this system can have
reliable indicators about Brazilian EPT. Through SISTEC, it is also possible to
validate the diplomas of technical and professional courses (MACHADO, 2019).

In the state education network of Amapá, northern Brazil, it is possible to find out,
via SISTEC, the number of schools that offer (or offered) places in the EPT area
(Table 3).
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Chart 3 Shows the number of state schools in Amapá that offer (or offered) places in the EPT area,
according to SISTEC

QUANTITATIVE OF QUANTITY OF MUNICIPALITIES OF THE STATE

OF AMAPÁ
STATE SCHOOLS SCHOOLS THAT STILL OFFER
OF CLASSES

AMAPÁ IN EPT
1 no offer Laranjal do Jari
10 4 still offering Macapá
2 no offer Mazagão
1 no offer Oiapoque
1 no offer Pedra Branca
4 2 still offering Santana

Source: SISTEC (2022

In October 2019, SETEC launched the New Paths Program, which aims to increase
the offer of FIC courses (and professional qualification), investments in construction
(renovations and expansions of state schools that offer EPT courses), and
improvement in the quality of secondary education. The goal is to increase, by 2023,
the number of enrollments in professional technical courses by 80% (MEC, 2021;
IFSULDEMINAS, 2022; SOUZA, 2022).

In Amapá, the Novos Caminhos program started in 2021, with the launch of Public
Notice 01/2021 with openings for Technical courses and FIC courses (SEED, 2021).

Professional education aims to train students beyond the labor market, using an
omnilateral education, that is, educating for life; in training based on values and
attitudes, ethics and morals, within society. Students, then, are formed as critical and
creative subjects, being part of the construction of an emancipating education
(VIANA et al., 2020).

OBJECTIVE

Conduct a bibliographical review on professional education in state schools in Brazil,

in the North and in Amapá, between 2012 and 2022.

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METHOD

A bibliographic review was carried out on professional education in state schools in

Brazil, in Portuguese, in research databases such as Google Scholar, Periódicos
CAPES, Mendeley – Reference Management Software, and Scientific Electronic
Library Online – SciELO, between 2012 and 2022. For this, the keywords (or
descriptors) “Professional education and state schools”, “ETEC in Brazil”, “State
education and professional education”, “State schools and professional education”,
“Professional education in the state network” were used. This allows the review to
be based on the most up-to-date academic productions (CAPES, 2012).

Articles with content that combined professional education in state schools in Brazil
with education, teaching and/or Professional and Technological Education (EPT)
were used as inclusion criteria, within the review period. Articles that did not meet
this content and/or period were excluded.

RESULTS AND DISCUSSION

Chart 4 shows the number of articles found and used, according to each descriptor,
and their respective authors and years.

In the descriptor ''Professional education and state schools'', 15,100 articles were
found in Google Scholar, 2 articles being used for analysis, one on public policies
for EPT in the State network and the other on policies for the expansion of
professional education in public schools state.

In the descriptor ''ETEC in Brazil'', 7,120 articles were found in Google Scholar, of
which 2 articles were analyzed, one on public policies for professional education in
state public schools and the other on the differentiated experiences of professional
education in public schools state.

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In the descriptor ''State education and professional education'', 28,000 articles were
found in Google Scholar, where analysis was carried out in 2 articles on policies for
the expansion of professional education in state public schools.

In the descriptor ''State schools and professional education'', 1,652 articles were
found in Capes Periodicals, of which 2 articles were used for the development of this
research on the role of the teaching institution in professional education in state
public schools.

In the descriptor ''Professional education in the state network'', 958 articles were
found in Mendeley and 2 articles were used, one on the different experiences of
professional education in state public schools and the other on policies for the
expansion of professional education in schools public schools and in Scielo, 24
articles were found and 1 article was used on policies for the expansion of
professional education in state public schools.

Chart 4 Number of articles found and used, according to each descriptor, and their respective authors
and years

Source: Online database search.

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The results and conclusions of the articles on public policies for professional
education in state public schools, with method, author and year of each article,
appear in table 1.

The articles show that in the State of Ceará, public policies for professional education
in state public schools enabled the expansion of EPT. This expansion resulted in an
increase in the number of schools, vacancies offered and students enrolled in
technical education. However, it did not reflect on the improvement of the quality of
education that suffered from the lack of teachers in the technical area, the lack of
adequate infrastructure for vocational education and qualification and/or continuing
education for professionals working in EPT schools.

Table 1 Results and conclusions of articles on public policies for professional education in state public
schools, with method, author and year of each article

Source: (LIMA, 2014; XEREZ et al., 2017).

With the aim of qualifying high school students from the state network for the job
market, the State of Ceará, with financial resources from the PBP (Professional
Brazil Program), implements the EEEP (State Schools of Professional
Education)[13], offering the Secondary education integrated with full-time Vocational

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Education. As it is a new teaching modality in the State, the demand for vacancies
in this teaching modality was great. For this reason, and in fulfillment of one of the
PBP objectives of expanding professional education in the country, it was necessary
to expand, renovate and build schools to meet the demand (LEITE and ANDRADE,
2019; SANTOS, 2021).

From the launch of the PBP to the conclusion of the agreements between the MEC,
the FNDE and the State of Ceará to implement the Integrated Plan of Professional
and Technological Education of the State of Ceará (PIEPT)[14], only 08 months
elapsed for the beginning of enrollments in the EEEP (RIBEIRO et al., 2020). It was
necessary to build a new curriculum, with the proposal to offer comprehensive
training to students, preparing them for the job market and for the full development
of citizenship (MELO, 2021). In practice, however, it became evident that the interest
in professional education had a marketing nature assumed by the public school in
Ceará when adopting business parameters (RIBEIRO et al., 2020). And this was
reflected in the quality of teaching. With the rapid implementation of the EEEP, there
was no dialogue with the school community where the schools would be
implemented. For example, which technical courses would you like to see
implemented in schools; which technical courses the surroundings of that community
would need to qualify as a workforce. In the teaching staff, it was noted the lack of
effective teachers to meet the demand of schools, as well as teachers with technical-
professional knowledge in the most varied disciplines belonging to the new
curriculum matrix related to EPT. Also the precariousness of teachers' work with the
lack of adequate materials and training courses to understand what professional
education is and how it works (CAVALCANTI and ANDRADE, 2021; RIBEIRO et al.,
2022).

The implementation of EEEP in the state of Ceará was, then, marked by

contradictions. While the government used financial resources from the PBP in the
infrastructure of educational institutions, it did little or nothing in the pedagogical
aspect, to ensure that the new curriculum matrix of the EEEP was organized and
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consistent with the reality of students, the community and labor market. As well as
the lack of competitions for hiring teachers in the technical-professional area and the
lack of investments in the continuing education of effective teachers, in order to
guarantee the provision of a quality EPT (MACHADO and FERREIRA, 2020).

Articles on policies for the expansion of professional education in state public

schools, containing the method, author and year of each article, as well as their
results and conclusions are shown in table 2.

They show that the actions of public policies of Professional and Technological
Education, such as the Professionalized Brazil and PRONATEC Programs of the
Federal Government have in common the objective of expanding and expanding the
EPT in the State Network. These programs contributed significantly to the increase
in the number of creations/renovations of schools, the number of vacancies and the
number of students enrolled in vocational technical courses in state schools in the
country, thus fulfilling their objectives.

The Professionalized Brazil Program also has the purpose of financing EPT in the
State Network of the Country and this action of distribution of financial resources
ended up generating a financial dependence of the majority of the States.

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Table 2 Results and conclusions of the articles on policies for the expansion of professional education
in state public schools, with method, author, and year of each article

Source:(MACHADO and VELTEN, 2013; CASTIONI, 2018; SANTOS and MUTIM, 2018;
OLIVEIRA, 2019; SILVA et al., 2020).
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The Federal Government created programs, projects and actions of technical and
financial assistance, aimed at expanding and strengthening the EPT and actions of
public educational policies. The objective was to strengthen the country's economic
growth, overcome the lack of qualified labor and reduce the number of unemployed
people. Among the programs, the PBP (Professionalized Brazil Program) and
PRONATEC stand out. They were implemented in most Brazilian states, and
reached the highest number of students enrolled during their executions
(CARVALHO, 2019; MACHADO and FERREIRA, 2020).

As the PBP articulated secondary education with professional education in an

integrated manner, and the possibility of full-time offer lasting 03 years (same
duration of regular secondary education), the demand for this type of education
grew. The students envisaged the possibility of finishing high school combined with
a technical course, and thus entering the job market. PRONATEC articulated the
offer of professional education through concurrent courses (take the regular
secondary education at one school and the technical course at another), subsequent
courses (for those who completed secondary education) and FIC courses (for those
who had only completed elementary school or complete high school). These two
programs were created as a way to guarantee the expansion and improvement of
the quality of EPT in the state education network, promoting insertion/or permanence
in the labor market (LIMA et al., 2018; MACHADO and FERREIRA, 2020; SILVA
and MOURA, 2022).

The Brazilian states, in order to join and receive financial resources from the PBP
(linked to the goals plan - everyone's commitment to education) should, through a
term of commitment, create a membership proposal with a detailed description of
the pedagogical project, the budget , and the schedule of activities for the expansion
and expansion of the EPT (BRASIL, 2007; MACHADO and FERREIRA, 2020).

Of the amount requested and approved in the PBP, 99% were passed on to state
governments, which had to provide a counterpart of 1% of the resource. The
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resources provided by the PBP to the States do not have a strict inspection by the
federal government to verify that they are being used for the intended purposes. This
lack of inspection generated unfinished works and diversion of resources in some
states (PAZOLINI and LIMA, 2021; SILVA and MOURA, 2022).

Table 3 shows the results and conclusions of the articles on different experiences of
professional education in state public schools, with method, author and year of each
article.

The differentiated experiences of professional education in state public schools

become successful when a study is carried out, social and economic survey of the
public that will receive the EPT. Like the state schools in the State of Paraná, which
first investigated the public and the location to define which technical courses to offer
to qualify the population and strengthen the economic development of the region.

At the State Technical School Center for Studies and Research in Municipal
Administration - CEPAM in São Paulo, the technical courses offered aim at
comprehensive human training, for full development in life in society and in the job
market.

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Table 3 Results and conclusions of articles on different experiences of professional education in state
public schools, with method, author and year of each article

Source:(COSTA and TONELO, 2016; GOIS, 2020).

Professional and Technological Education (EPT) aims to qualify the workforce to

serve the labor market and society (MEC, 2018c). To be successful, EPT training
needs to be humanistic and integral to prepare critical, innovative, creative and
socio-emotionally competent subjects (REGO et al., 2021; FERREIRA et al., 2022).

To form proactive students, a pedagogical practice that stimulates reflection,

autonomy and creativity for the construction of knowledge is necessary. The student
must be the builder and not just the receiver of knowledge. The classroom should
be a space that encourages teaching and learning through activities that encourage
perception, evaluation, reflection, creation and problem solving. The teacher has the
role of being the intermediary of this learning process (SILVA et al., 2018b),

In the State of Paraná, the EPT was offered, articulating theoretical knowledge and
practical knowledge, meeting the needs of the local economy, to supply the shortage
and need for qualified labor, stimulating the protagonism of students through

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construction and not the mere transmission of knowledge (LOPES and DA SILVA,
2021).

At Centro Paula Souza in the State of São Paulo, the EPT curriculum is designed
with pedagogical proposals that aim at teaching aimed at qualifying the workforce
for the job market and at students' cognitive, technological, cultural and artistic
development. Teachers are trained to encourage students to develop skills and
competencies in accordance with the vocational technical course in which they are
inserted. In this sense, the teacher is considered a knowledge mediator, providing
theoretical and practical knowledge, taking into account the experiences and
potential of students (GUERRA, 2021).

Teachers who use differentiated educational methodologies, such as challenges and

problem situations with content that make it possible to link theory with the practice
of the future profession, are able to encourage active participation by students in
classes. These pedagogical practices are considered motivating by the students as
they make it possible to break with the conventional class (blackboard and brush),
leading them to the development of critical and participatory thinking in class (SILVA
et al., 2018b).

The results and conclusions of the articles on the role of the educational institution
in professional education in state public schools, with the method, author and year
of each article are shown in table 4.

The role of the educational institution in professional education in state public

schools is to provide an omnilateral education that strengthens emancipation,
autonomy, the development of intellectual, physical, emotional, social and cultural
dimensions, in addition to preparing and qualifying for the job market.

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Table 4 Results and conclusions of the articles on the role of the educational institution in professional
education in state public schools, with method, author and year of each article

Source: (MARQUES and SOUSA, 2014; SILVA et al., 2018).

The creation of the Professionalized Brazil Program (PBP) took place at a time of
economic growth in the country, aiming to stimulate the expansion of Professional
Education in the state education network. It proposed a polytechnic education
(linking high school to Professional Education), meeting the need to train qualified
labor and prepare for the exercise of citizenship (PAZOLINI and LIMA, 2021).

Public Professional Education has the role of being free with an emancipatory and
comprehensive training, and has as an educational practice the action of
transforming the reality of students as workers and social agents. Therefore, it
cannot be labeled as an education centered only on the training of labor for the labor
market (CARVALHO, 2019).

The role of comprehensive training in Vocational Education schools is to encourage

students to be participative, reflective, critical and autonomous beings.
Comprehensive education means going beyond capital and the labor market,
preparing students for life. It is to train students who can have autonomy over their
personal and family life, who know how to undertake (building and generating
income) and who have civic and social interaction (SILVA et al., 2018b).

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CONCLUSIONS

The Federal Government, through programs, projects and actions of technical and
financial assistance, invested in the expansion and expansion of the EPT. Most
Brazilian states requested technical and financial assistance from the Federal
Government to invest in EPT in their states. It was found that the Federal
Government does not carry out an efficient inspection of the financial resources
transferred to the States and this results in the misuse of these resources. Another
situation is that the financing of Vocational Education derives mainly from financial
resources from the Federal Government and not from the State, which sometimes
implies the discontinuity of actions aimed at strengthening, expanding and
expanding EPT in the states. There is also a lack of insertion of updated data by the
State Secretariats of Education in the National Information System for Professional
and Technological Education (SISTEC).

EPT cannot be described only as the development of skills and technical abilities to
meet the demands of the job market. It goes beyond education for marketing
purposes. EPT in the state network needs to be public, polytechnic and of high
quality, capable of guaranteeing students insertion in the job market, in a perspective
of emancipation and autonomy. It should be focused on comprehensive training with
teaching methodologies that involve the active participation of students in the
teaching and learning process, in which they are encouraged to develop and build
critical thinking.

It is noteworthy that little is found about articles, publications that deal with EPT in
the state network. It is necessary to have and carry out more studies and surveys in
order to have a greater number of consolidated data about it, and thus increase the
understanding of what EPT is like in state education networks in the country.

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APPENDIX - FOOTNOTE

6. Ministério da Educação e Cultura (MEC).

7. Sistema Nacional de Informação da Educação Profissional e Tecnológica

(SISTEC).

8. Formação Inicial e Continuada (FIC).

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9. Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC).

10. Educação Profissional e Tecnológica (EPT).

11. Secretaria de Educação Profissional e Tecnológica (SETEC).

12. Catálogo Nacional de Cursos Técnicos (CNCT).

13. Escolas Estaduais de Educação Profissional (EEEP).

14. Plano Integrado de Educação Profissional e Tecnológica (PIEPT).

Sent: December, 2022.

Approved: December, 2022.

1 Pedagogue, Philosopher, Professor and researcher at the Instituto de Ensino Básico, Técnico e
Tecnológico do Amapá (IFAP), Student of the Programa de Pós-graduação em Educação
Profissional e Tecnológica (PROFEPT IFAP).
2 Biomedical, PhD in Tropical Diseases, Professor and researcher at the Campus Macapá Medicine

Course, Universidade Federal do Amapá (UNIFAP), and at the Programa de Pós-graduação em

Ciências da Saúde (PPGCS UNIFAP), Pro-Rector of Research and Postgraduate Graduation
(PROPESPG) from the Universidade Federal do Amapá (UNIFAP).
3 PhD in Psychology and Clinical Psychoanalysis. Doctorate in progress in Communication and

Semiotics from the Pontifícia Universidade Católica de São Paulo (PUC/SP), Master's Degree in
Religious Sciences from Universidade Presbiteriana Mackenzie. Master in Clinical Psychoanalysis.
Degree in Biological Sciences. Degree in Theology. He has been working with Scientific
Methodology (Research Method) for more than 15 years in Scientific Production Guidance for
Master's and Doctoral Students. Specialist in Market Research and Health Research.
4 Biologist, PhD in Tropical Diseases, Professor and researcher at the Physical Education Course at

the Universidade Federal do Pará (UFPA).

5 Biologist, PhD in Theory and Research of Behavior, Professor and researcher at the Instituto de

Ensino Básico, Técnico e Tecnológico do Amapá (IFAP), the Programa de Pós Graduação em
Educação Profissional e Tecnológica (PROFEPT IFAP) and the Programa de Pós Graduação em
Biodiversidade e Biotecnologia da Rede BIONORTE (PPG-BIONORTE), Amapá hub.

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