Formação docente para a Educação Profissional Técnica e sua Influência na atuação dos professores do Instituto Federal do Amapá - Campus Macapá: um Estudo de Caso

Abstract

This study analyzes the influence of pedagogical training (or lack thereof) in the work of teachers of vocational technical education of the Federal Institutes, in particular the Federal Institute of Amapá (IFAP), configuring it as a case study, in order collecting data about their teaching practices and provide visibility to the profile of these professionals. To do so, through a qualitative approach and also support quantitative analysis to assist in aspects of the data and rationale, held a brief historical contextualization of the route, organization, progress and setbacks of professional and technological education in Brazil, since its official until today, to then address issues and problems that involve the training of teachers for decades and consequently the specific work involving the teacher engaged in professional technological education, which is faced with a mode of teaching that requires a set of knowledge, highlighting the pedagogical, for which only their initial training ends up not being enough. Finally, we sought to investigate how in fact this theme is present in an institution that operates this type of education and how it has influenced the teaching practice, using for this the questionnaires with teachers of technical training and general training, in addition to educational management, which resulted in data analysis using graphs, tables and speeches confronted with theoretical reflections. From this it was possible to understand and identify concepts that the staff responsible for the work of educational management has on the education and professional performance of teachers in this mode of teaching, as well as collect data on teachers themselves about their education, identity, experience, practice , conceptions, importance of pedagogical training for his performance, difficulties, among others. In the final considerations problematize what was covered and perceived through the data collected, and presents proposals enabling improvements in teacher training for vocational education.