A Formação Continuada e sua Interface na Atuação Docente no Instituto Federal de Roraima/ Campus Amajari

Abstract

The present study deals with the ongoing training of teachers and their interface in teaching at the IFRR, Campus Amajari, with the objective of investigating the teachers' perceptions of the Campus about the contribution of the continuous training process to the improvement of teaching practice through a case study. The research has been developed from the qualitative approach, having as subjects the licensed and unlicensed professors of the IFRR / Campus Amajari, in actual exercise. The treatment and analysis of the data followed the technique of content analysis, according to direction of Romeu Gomes. Based on the theoretical reference made, it was possible to trace a brief historic panoram of professional education in Brazil in order to understand how this modality of teaching was instituted in the Brazilian educational system, and how public policies were developed throughout this process up to the present day to supply the demand for teacher education for vocational and technological education. The research made it possible, through the application of a questionnaire to the subjects of the research, to raise the profile of teacher training and the perception of licensed and unlicensed teachers about the contribution of continuing education for the improvement of teaching work, considering the context of the initial training of these teachers and their role in professional technical and technological education. In the final considerations, some important reflections on the process of continuous training are presented as a possibility to fill the needs of the initial training of teachers who work in professional and technological education and to prepare teachers to face the challenges inherent to this type of teaching, with a view to integral formation of the citizen who aspires to a quality public education as perspective of social transformation.