Desenvolvimento profissional docente na educação profissional e tecnológica da rede pública estadual do Rio Grande do Sul: entrelaçando formação, saberes e vivências

Abstract

The research entitled Professional Development of Teachers in Professional and Technological Education in the State Public Network of Rio Grande do Sul: intertwining training, knowledge, and experiences is part of the research line Educational Practices in Professional and Technological Education (EPT), linked to Macroproject 03 – Educational Practices in the Integrated Curriculum, within the Professional Master’s Program in Professional and Technological Education (ProfEPT). The study aimed to investigate how formative processes and teachers’ knowledge contribute to the professional development of teachers in EPT and how these contributions are reflected in their educational practices. The research followed a qualitative case study approach, conducted with teachers from technical courses at Instituto Estadual de Educação Professor Isaías, in Santiago-RS, Brazil. Data were collected through questionnaires and conversation circles and analyzed using Discursive Textual Analysis (Moraes; Galiazzi, 2011). The results were organized into three thematic axes: (1) Between threads and gaps: professional development as a permanent construction; (2) In the weaving of praxis: knowledge and identities in (trans)formation; and (3) Teaching in motion: contradictions, challenges, and (re)designed pathways. The conversation circles proved to be spaces of attentive listening, critical reflection, and collective knowledge construction, favoring the recognition of the teacher as a historical subject and producer of knowledge. The research highlighted the importance of articulation between school management, pedagogical coordination, and collective training spaces to consolidate permanent formative practices in the state network. The Educational Product resulting from the study — Conversation Circles as a Space-Time for Permanent Training with Teachers in Professional and Technological Education — systematizes this experience and proposes a dialogical and emancipatory methodology for permanent teacher education, built upon the emerging formative needs of teachers themselves.