Formação continuada do professor da educação profissional técnica de nível médio

Abstract

The main purpose of this research was to analyze the conception and importance of continuing education for the work of the teacher of High School Professional Technical Education. Based on the dialectical method and with a qualitative approach, literature review and document analysis were done. The theoretical reference was developed based on the discussions proposed by Moura (2007, 2008, 2014), Ramos (2005, 2017), Machado (2008), among others authors, about Professional and Technological Education in Brazil, and the perspectives of Nóvoa (2002, 2009), Imbernón (2011) and Candau (2001) about teacher continuing education. Data collection was carried out through the application of questionnaires and semistructured interviews with teachers and pedagogues of the Federal Institute of Education, Science and Technology of Pernambuco / Campus Recife. The analysis and interpretation of the data were based on the content analysis of Bardin (2016). The research findings suggest that the participants recognize the continuous formation as important for the work of the teacher, considering that it allows updating of knowledge, improvement of practice and space for socialization of experiences. On the understanding of Integrated High School, it was evident that coexist for a formation for work and for a propedeutic training, which denounces a partial or nonexistent understanding of its historical, philosophical, pedagogical and political principles. In order to change this scenario, it was evidenced as imperative the construction of a proposal of continuous formation that seeks the understanding of the bases to act in a modality that aims at the integral human formation of the student through the High School integrated to the education professional. It was verified that it is not only the knowledge of the specific dimension of the area in which it works, but it is also necessary to approach the didactic-political-pedagogical knowledge and the specifics of the Integrated High School. From this perspective, the result of this research was a formative proposal entitled "Dialogues in the High School Professional Technical Education".