Formação docente na perspectiva da educação profissional e tecnológica: análise das bases conceituais na práxis do professor do ensino médio integrado do Instituto Federal Baiano - campus Santa Inês

Abstract

Teacher training to work in professional education represents a challenge, above all, due to the historical-social context that surrounds and underlies this educational modality in Brazil. Thinking about the training of teachers to work in professional and technological education – PTE and for integrated secondary education – ISE, is presented as a necessary assumption for overcoming the structural duality in PTE. This research is based on the investigation about the formation/preparation and praxis of professional education teachers in view of the specificities of this teaching modality. The objective of this dissertation is to dialogue about the challenges of initial and continued training of licensed and unlicensed teachers to work at PTE and ISE. The results of the quantitative and qualitative analysis of the collected data, bibliographical and documental analyzes are presented, based on the case study carried out with teachers and students of the technical courses integrated to the high school of the Instituto Federal Baiano – Campus Santa Inês. To this end, we resorted to the study of authors who dialogue on the subject in question, in addition to the legal provisions that govern the PTE, teacher training and the ISE in Brazil. The training of teachers and performance in the PTE must support a pedagogical practice that promotes the integral/polytechnic human formation of adolescents, young people and adults for the world of work and the exercise of citizenship. From this perspective and according to the results of this research, as an educational product – EP, a continuing training course was designed for teachers working at IHS, in the format of an e-book, as guiding teaching material for teacher training, which talks about the conceptual bases of PTE.