Capacitação em Gastronomia: cursos FICS para colaboradores na região de Ouro Preto, MG

The research analyzes the factors that hinder professional training in the culinary field in Ouro Preto, based on the Initial and Continuing Education course in General Cook, offered by the Federal Institute of Minas Gerais – Ouro Preto Campus in 2011. The study examined 50 enrollments, considering socioeconomic and educational variables, as well as professional trajectories, motivations, barriers, and expectations reported by the candidates. The objective was to understand how the profile of the students and their living conditions influence access, retention, and completion of the course, and to investigate the possibilities of insertion and reinsertion into the local labor market. The research was descriptive and exploratory, with a quantitative and qualitative approach. Quantitative data were organized into charts and tables, while qualitative analysis of the statements used content analysis, allowing categorization into thematic axes. The results indicated a predominance of women (85%), an age concentration between 26 and 55 years, and a wide variety of educational levels, with a higher proportion of participants who had completed secondary education. Most students lived in Ouro Preto, followed by Mariana and nearby districts, confirming the regional role of the campus. Regarding marital status, single participants prevailed, followed by married, divorced, and in stable unions. Professional trajectories were marked by informal activities and low-paid jobs, reflecting the social vulnerability of the target audience. The main motivations were related to the search for formal qualification, better living conditions, financial independence, and professional recognition. The main barriers were family responsibilities, transportation costs, and low income. Expectations included insertion into the formal labor market and entrepreneurship in the regional gastronomic sector. The analysis showed that the course plays an important role as a policy to democratize access to professional education, but faces structural limits when not linked to public policies of student support and appreciation of qualified labor. It is concluded that Initial and Continuing Education courses can contribute to social and productive inclusion, as long as they are integrated into regional development strategies and the strengthening of the food service sector.