Formação continuada nos Institutos Federais: os Encontros Pedagógicos e suas contribuições didático-pedagógicas para a prática docente no Ensino Médio Integrado nas percepções de professores/as do IFPE – Campus Garanhuns

Abstract

Federal Institutes (IFs) aim to offer Professional and Technological Education (EPT), including Secondary Level Technical Professional Education, primarily in the form of Integrated Secondary Education (EMI) courses, with a view to providing students with a comprehensive education. To achieve this goal, it is necessary to provide continuing education processes for public servants who are part of these institutions, especially teachers. Within the scope of the Federal Institute of Education, Science, and Technology of Pernambuco (IFPE), Pedagogical Meetings are frequently held. In this context, the general objective of this study is to analyze the Pedagogical Meetings and their didactic-pedagogical contributions to teaching practice in EMI as perceived by teachers at IFPE – Garanhuns Campus. We have constructed three theoretical categories: “Integrated Secondary Education: conceptual bases and structuring principles,” based on authors such as Gramsci (2001), Moura (2012), and Ramos (2008); “Continuing education for teachers as a dialectical relationship between theory and practice,” based on authors such as Santos (2010), Kuenzer (2011), and Machado (2021); and “Continuing education and the knowledge necessary for teaching in Professional and Technological Education: a focus on Integrated Secondary Education,” based on authors such as Moura (2014), Araújo (2010), and Machado (2011). The study is qualitative in nature and was developed in two stages. In the first stage, we used the Free Word Association Technique (FWAT) with 37 teachers who work at EMI and have already participated in the Meetings. In the second stage, we used semi-structured interviews with 14 teachers who participated in the previous stage. For analysis, we used Bardin's (2016) Thematic Categorical Content Analysis Technique. The results showed multiple perceptions of the Pedagogical Meetings: a space for returning to work, continuing education, school planning, or even as an unproductive space. However, the prevailing understanding is that the Meetings have educational potential. In relation to didactic-pedagogical contributions, we identified that, for teachers, the Meetings contribute to the improvement of teaching methodologies and tools, to the inclusion of students, and to the encouragement of lesson planning. However, we observed silence regarding the contributions of the Meetings to the implementation of integrative practices in the EMI curriculum, considering the conceptual bases that sustain it in the IFs. Based on these results, we developed, as an Educational Product, a proposal for continuing education, in digital book format, on EMI in IFs. To evaluate this Product, we used an open questionnaire with seven teachers participating in the research. To analyze the evaluation, we used Categorical Content Analysis, based on the evaluation axes proposed by Kaplún (2003). The evaluation was positive, highlighting the theoretical-methodological coherence, the use of dynamic teaching strategies, the clarity and appropriateness of the language, as well as the aesthetics of the material. This research, in addition to contributing to the production of knowledge about the continuing education of IF EMI teachers and the development of an Educational Product aimed at strengthening this training, can collaborate with the processes of developing educational and institutional policies in IFs, in a context marked by high school reforms that run counter to the EMI project and its proposal for comprehensive training.