A formação pedagógica dos professores do ensino técnico: para além da instrução

Abstract

This work is a Post-Graduation Program in Professional and Technological Education of the Federal University of Santa Maria (UFSM) master dissertation, specifically integrating the Teacher Trainning for Professional Education and technology research line. The objective of this study was to understand how teachers who are of the Special Program of Graduation for Teacher Training for Professional Education (PEG), Federal University of Santa Maria (UFSM) that work in the Federal Institute Farroupilha (IFFar), São Vicente do Sul campus, mobilize and articulate their pedagogical work with the pedagogical proposal of the Institution. Also if the perception they have of technical training defended in the Institution is related to the teacher training for the Basic and Technical Education present in the pedagogical proposal of the PEG. This is a qualitative research. The data collection from the interviews application that allowed to infer the professional/pedagogic profile of these teachers and to investigate their professional trajectory in what concerns their training in the PEG course and the training of their students. There was also the documents analysis, including the PEG Curricular Political Project and the IFFar Institutional Development Plan, along with laws, decrees, and selection documents regulating the modality of education. This research has as theoretical references Paulo Freire, Dermeval Saviani, Gaudêncio Frigotto. The collected material was interpreted from the theoretical framework adopted and for the analysis of the interviews we chose the qualitative approach. As analysis categories, we have: the profile of the professional, pedagogical knowledge, expectations of PEG graduates, approach and methodological resources used, teacher-student relationship and commitments, expectations and training needs of Technical Education. As a result, we have: that the choice of teaching by the bachelors was intentional and that they feel safe in the performance of their practices. The educator's self-training happens in the trajectory and in the interaction with the students with whom they work which is essential for the construction of a teacher identity process. The awareness of understanding EPT, recognizing its peculiarities, particularities and contexts, shows that if educators become involved in an educational purpose of change, they will also be recognizing their inconclusiveness, which makes it possible to constantly transform.