Prática docente na educação profissional e tecnológica: os conhecimentos que subsidiam os professores decursos técnicos

Abstract

This work aims at discussing teaching in the professional and technological education (PTE), seeking to identify and analyze the knowledge that underlies the teaching practice in PTE, more specifically in techni-cal secondary school courses in the teaching of technical subjects. This study presents some results of a dissertation that investigates the knowledge, practices and challenges of teaching in the PTE, in a Federal Institute of Education, Science and Technology. The survey was developed through a case study that used, in its first stage, questionnaires and documentary analysis and, in the second step, classroom observations and interviews as data collection instruments. For this paper, it was made a cutout in order to present and analyze some of the data obtained from the interviews that were conducted with six teachers. They all teach in the technical secondary school courses, have different years of work experience, have been enrolled in post graduation programs, but without teaching training. The data show that the teaching practice in PTE is resulting from the combination of different types of knowledge, which are valued differently by the teachers, that give greater emphasis to content and practical knowledge in the technical course local context, and less emphasis on pedagogical knowledge. The analysis points to the need of further questioning and reflection about the constitution of teaching practice of PTE teachers and about their training process.