A formação de professores nos Institutos Federais de Educação, Ciência e Tecnologia: uma faceta da política nacional da formação de professores

Abstract

The legislation that conducts the formation of teachers in Brazil is marked by discontinuity, both with regards to the locus of such training and in relations to the emerged pedagogical proposals that were implemented over time. Regarding the locus of teacher formation, we started with the "regal classes" in the nineteenth century to the advent of "higher education institutes" in the twentieth century. In the twenty-first century were created in 2008 by law nº 11,892, (BRAZIL, 2008) the Federal Institutes of Science Education and Technology (IFs), the focus of our research, with the obligation to offer 20% of their vacancies to degree courses and special programs for teacher training, in order to train the teachers for basic education, establishing a new space to form new teachers throughout Brazil. The Federal Institutes are part of public policy for technical and technological professional education, which reconfigured the Federal Professional Education Network in the country. From this context, we seek to investigate how the Federal Institutes of Education, Science and Technology are carrying out the legal requirement to train teachers, taking as the object of our research the degrees offered by these institutions in Rio de Janeiro State. The overall aim of the study is to describe the features of creation and offering of Teacher Training courses in the Federal Institutes of Rio de Janeiro State, involving some issues related to the current law, the professionals involved and the offered infrastructure for offering these courses. About the methodology we can say that it’s a research of basic nature, which addresses the problem qualitatively, with reflections on the qualifications of the faculty, difficulty opening the course, location and quality impacts among others. We used as instruments for data collection: literature review, research on official websites, the Institutes’s internal documents research, questionnaires, interviews and field notebook. From the analysis of the collected material it was found that the degree courses have been created taking into account mainly the legislation requiring IFs to offer at least 20% of vacancies for degree courses, human resources and available infrastructure. We also found that faculty responsible for pedagogical subjects mostly consists of professionals without training in education or teaching, which in our view difficult to establish a deeper debate about the pedagogical issues. However, we find the institution that some initiatives aimed at making the debate more present, both in the pedagogical projects of the courses, and in the speeches of the coordinators. We believe that the Teacher Training Courses in IFRJ are still looking for their identity because coordinators and teachers speeches are still very dissonant about pedagogical issues