Formação de professores do ensino profissional e tecnológico : uma abordagem pedagógica.

Abstract

This study presented here sought to examine the occurred changes in teaching practice of teachers already working in Professional and Technical Education, observed from their participation in the Undergraduate Special Program for Teacher Training to Professional Education, accomplished at the Federal University of Santa Maria, focused on teacher training as a professionalization process, considering that these teachers have the task of training professionals to answer the current Brazilian policy of economic and social development in the search for technological autonomy for the country. The program, which aims to a specific pedagogical preparation for technical education in high level, started in the second half of 2009 and graduated its first class in 2011. The methodological approach to conduct this study was qualitative research, while the investigative process focused on semi-structured interviews and observation of teaching. The subjects of this research, working on Professional and Technological Education in private, state and federal institutions, were thirteen teachers, while the observation was composed by classes ministered by four teachers, among the sample interviewed, graduated between 2011 and 2014. The investigative study analyzes changes occurred in pedagogical practices developed in the undergraduate course that interfered in the teaching practice, providing a new perception on the professional practice, as well as the occurrence of inter-relationship and resignification of acquired knowledge with specific knowledge of teacher’s working area. The demand for teachers training requires a professor to articulate a reflective practice with specific theoretical subject focused on the world of work, legitimizing the knowledge produced in their professional practice. The theoretical approach allowed the learning of the theoretical foundations that guide the philosophical conception of educational practice, which enabled to trace the routes to educational development, as well as teacher training, concerning the specific training to the world of work. The variables listed for interviews were Didactic Transposition, the Expansion of Theoretical Reference, Interpersonal Relations, Methodology and Methods of Evaluation. The choice of these variables is justified by considering that they allow the identification of the basic tasks that contribute to the professional development of teachers. Interviewed teachers report their experiences and bring the knowledge that arises from the world of work, combining it with teaching practices developed in their undergraduate course of Teacher Training. Thus, the course allowed a new view on practices able to develop new social functions and other concepts about education and work, as well as we had realized that the technological training, to be understood, needs a more specific pedagogical vision. The research allowed to affirm that, after the completion of the undergraduate course and the analysis of pedagogical practices of the interviewed teachers, there was a change in the professional development of these teachers, in order to value living experiences, to see the student as a being in constant formation and able to connect different knowledge. The research also showed that pedagogical proposals developed during the course had interfered in the teaching practice, allowing combine pedagogical theory to professional practice, preparing individuals able to build their own training and rethink their role in society and in the world of work.