De bacharéis a docentes: uma proposta de formação de docentes para a educação profissional e tecnológica do Senai - MS

Abstract

This dissertation of master degree is linked to the concentration area: Professional and Technological Education - EPT, the research line: Educational Practices in Professional and Technological Education of the Post-graduate Program in Professional and Technological Education - ProfEPT, and to the research group: Integrated Curriculum in Professional and Technological Education - CIEPT. We describe a qualitative research, with a view towards the identity, knowledge and practices of the bachelors, without pedagogical training, who work in the teaching of Technical Courses of Middle Level of four Teaching Units of the National Service of Industrial Learning - SENAI, Regional Department of Mato Grosso do Sul - DR/MS. In this context, the research to which this study refers had the purpose of developing an Educational Product, in the form of continuing education, for bachelor teachers who work in the Curricular Unit for the Integrating Project of High School Technical Courses, with the concept of integrated training with special focus on improving teaching practice. Methodologically, the study presents proximity to the characteristics of action research, organized in the exploratory, main, action and evaluation phases. Digital and communication technologies were used in order to establish the connections and participation of the respondents and course participants in continuing education, with the collection and treatment of data made using techniques / instruments of document analysis, online questionnaires and records collected throughout the training. The data analysis revealed that: (i) teachers are selected and hired through Selection Process Notice - PHC, most of whom work on an hourly basis; ii) most of the professors with bachelor's degrees have a high level of academic training, but without pedagogical training and 50% are starting to work in SENAI in teaching; (iii) SENAI has a Continuing Education Program, but the number of DR/MS participants in the courses offered is low; (iv) working with Integrating Projects is still a challenge for teachers as it requires a practice that is based on the integrated curriculum, interdisciplinarity and joint action between peers. The results found, regarding the teachers' perception of EFA, indicated that there is a lack of knowledge of the principles and fundamentals that govern it, still prevailing a view of training for the labor market to the detriment of omnilateral training, reinforcing the importance of pedagogical training with a view to the integration between theory and practice, and the development of actions that promote integrated planning. It is noteworthy in the research data, that the institution, even in the face of a history characterized by technical education, is in a favorable moment for discussing and proposing a work with a view to integral training. In this way, the possibility of continuing training for teachers/ bachelors from SENAI - MS was built with the participants, the material produced during the research is available as a teacher training guide for conducting in other groups/ institutions.