A formação inicial de professores para educação profissional e tecnológica: o curso de formação pedagógica para graduados não licenciados do iIFSul, campus Pelotas

Abstract

The research deals with the initial training of teachers for Professional and Technological Education, having as a guiding question: how is the Pedagogical Training Course for non-Licensed Graduates of the Federal Institute of Education, Science and Technology Sul-rio-grandense, Pelotas? To answer this question, a qualitative investigation was organized. To this end, two specific objectives were outlined throughout the study: contextualizing and characterizing the Pedagogical Training Course for non-licensed graduates and analyzing the proposal of formation of the said course. In order to trace the bases of the investigation, the theoretical framework in which they are presented is presented, briefly, the initial training of teachers in Brazil and teacher training policies. Next, we present the result of a state of knowledge research, in which it was possible to perceive the scarcity of research work on the subject, the diversity of terms/nomenclatures that surround the initial training of teachers of Professional and Technological Education (PTE), as well as important elements so that one can think about its future. In continuity, the pedagogical project of the Pedagogical Training Course for non-licensed graduates, offered to bachelors and technologists, the CNE/CP Resolution n. 2/2015, which defines the guidelines of the respective training and interviews, conducted with training teachers and managers of the course, submitted to Content Analysis. From this, four thematic categories were constructed: (i) Training – emphasis on Professional Education; (ii) Characterization and performance of teacher educators; (iii) Internships; (iv) Student Profile, Course Recognition and Graduation. Training; carachetrization Collective; Stages; and Graduate Profile, Recognition and Diploma. As results, it is evidenced that initial training, with emphasis on PTE, assumes a new perspective, based on the 2015 guidelines, presenting an alternative to overcoming the emergency and provisional character, historically inherited, for the training of teachers working in Professional and Technological Education. In addition, the policies for the initial training of teachers for PTE enable undergraduate training in the specific area of professionals seeking the course in question. Another important conclusion of this research is the potential that collective work has, both in the production of the course project, as a principle assumed in the purpose of the internships, enabling the articulation between specific and pedagogical knowledge through dialogue and joint work. Also, it is evident the admission of professionals graduated from bachelor's and technology courses, as well as courses that traditionally offer the degree. Finally, it is noteworthy that in order for the initial training of teachers of Professional and Technological Education to be established, it is necessary to obtain social recognition, as a necessary trajectory for teacher professionalization, reaffirming the importance of the course analyzed as a degree. Pedagogical Training Course for non-licensed graduates, in 2018, which, when established as a degree, based on Resolution CNE/CP n. 2 of 2015, constituted an innovative course and shows itself as an alternative for initial teacher training, with emphasis on Professional and Technological Education, for bachelors and technologists, capable of overcoming the emergency and provisional character present in previous training.