Formação de professores iniciantes para o Ensino Médio Integrado: necessidades formativas ao desenvolvimento profissional

Abstract

This dissertation deals with the training of teachers at the beginning of their careers to work in Vocational and Technological Education, analyzing the issue, from the reality of a Teaching Institution, which makes up the Federal Network of Professional, Scientific and Technological Education. The general objective of the research developed was to map the training needs perceived by beginning teachers for teaching activities in the Integrated High School of Vocational Education. The study's justification is projected in relation to the conception of teacher training received by the normative documents, in addition to the bibliographic emptying on the theme aimed at beginning teachers in this educational modality. The research assumption is that the knowledge of training gaps perceived by teachers is an essential condition for proposing guidelines that are based on the real demands posed by educational challenges, from the perspective of professional development. The methodology had a qualitative approach using bibliographic, documentary and field research procedures. The research participants were early career teachers who work in the integrated high school curricula of the Federal Institute of Education, Science and Technology of Pernambuco. Data collection was carried out in two stages. The first, through a questionnaire, with closed questions, which contributed to the characterization of the professors' profile and their respective training needs through descriptive statistics. The second stage was carried out with an interview with representatives, based on a sample, whose choice criterion was defined by the researcher, in this case, considering the representation by geographic distribution in the Institution. The results were treated and analyzed using content analysis. As a product of the research, a technical report was developed about the assessment of training needs presented by teachers for subsequent submission to the Institution, so that it can support strategies, policies, practices and institutional procedures regarding teacher training. There was a need to address training particularities aimed at Integrated High School teachers, even adapting to local realities, which observe the specificities of the teacher's professional profile and the training need that is intended to be achieved, with a situational perspective of the teachers' reality