Professoras não licenciadas em um Instituto Federal de Educação Profissional e Tecnológica do RS: perspectivas em formação docente

Abstract

Teacher training is directly related to the development of the conditions that permeate the teacher’s work in the various contexts that it includes. In this sense, the present study evidenced the figure of the teacher without pedagogical training (bachelors and technologists) working in a Federal Institute of Professional and Technological Education (Educação Profissional e Tecnológica - EPT) of Rio Grande do Sul (RS), based on the following question: How does the construction of the teacher identity of teachers without pedagogical training occur? To this end, the research considered the following specific objectives: to map the scientific productions that discussed the teacher training of teachers without pedagogical training in the EPT; to understand the representations of teachers' teaching without pedagogical training working in the EPT; to know the formative paths and knowledge of these teachers; to analyze the possible influences of the pedagogical formation in its teaching practice and to implement a course of permanent formation in a virtual environment based on its formative demands. Thus, based on the discussions of Josso (2002, 2004), Nóvoa (2009), Imbernón (2009), Moura (2008), Oliveira (2000, 2004, 2006, 2009), among others, it was sought to know the aspects related to the constitution of the teacher identity in the EPT. Therefore, it is a study of a qualitative approach that sought to promote the production of meanings (TRIVIÑOS, 1987) by means of semi-structured interviews. The analysis of the data obtained was based on the theory of content analysis (BARDIN, 1977), listing categories that helped the analytical reading of the narratives produced. Because, as a way to contribute to the panorama of teacher education at EPT, a continuous training course in the virtual sphere was developed as an educational product. In addition, it was found that teachers without pedagogical training attribute broad meaning to knowledge consolidated by experience, who seek a balance between technical knowledge and pedagogical knowledge and who, through self-training, redefine their role in the face of teacher training processes. Finally, the study aims to contribute to the improvement of pedagogical practices, being a space for dialogue about teaching in/for EPT.