Concepções de professores sobre a educação profissional e tecnológica: uma proposta de formação continuada com enfoque colaborativo

Abstract

This research, which is part of the line of Educational Practices in Professional and Technological Education research and Macro-project 1 - Methodological proposals and didactic resources in formal and non-formal teaching spaces at PTE-, sought to know the conceptions of the teachers of Professional and Technological Education (PTE) through a proposal for continuing education with a collaborative approach. It was based on the understanding that PTE brings, in itself, some specificities. As a cut off, we took the teachers of the career of the Teaching of Basic, Technical and Technological Education (BTTE), from IFMS, Nova Andradina Campus and who work in the Integrated High School (IHS) a teaching modality that requires that basic training be integrated with professional training and with the understanding of work, science, culture and technology as structuring axes of this process. In this context, we aimed as a general objective to analyze the contributions of continuing education to possible changes in the conceptions of the teachers of Professional and Technological Education. As specific objectives, we sought to: a) Identify the conceptions of the teachers of PTE before and after experiencing continuous training in this regard; b) To elaborate a continuous formation that has in the collaborative focus the differential for the understanding of the principles and purposes of the PTE; c) Understand the assumptions of the proposed continuing education that can contribute to a change in conceptions of PTE. Following a qualitative approach of a descriptive-explanatory nature and an interventionist character, we elaborated, applied and analyzed an extension activity (course) as an educational product and we established as a data collection tool the semi-structured interview, pre- and post-training, observation during the document analysis and process. We based on the educational product on the assumptions of collaboration and spiral learning through activities that take place on online meetings. The results show that, initially, most teachers took integrated training and IHS as synonyms, also understanding IHS as two distinct training courses whose purpose was aimed at the job market. After training, these conceptions changed, denoting the construction of a view of the student as a subject who, in addition to mastering the specific techniques of this profession, has the conditions to think about the profession and its impact on both their professional and personal life, as well as in the community in which he lives and in the interventions that his choices, experiences and practices can cause. The curriculum came to be seen as an opportunity to connect general and professional training for the world of work. The collaboration contributed through principles such as voluntariness, identity and spontaneity, support and mutual respect and shared goals. We confirmed, then, that the continuing education under the collaborative approach, which contemplates the previous knowledge, the expectations and the real professional performance of the teachers, offered in their own work space, enables the construction of new knowledge and a better appropriation of the principles and purposes of PTE.