Formação continuada docente na perspectiva integral: uma proposta para o ensino integrado

Abstract

This research has as its theme the formation of teachers in Professional and Technological Education (EPT) and aimed to analyze the aspects of Integrated Education in continuing education course and present a formative proposal for teachers of Basic, Technical and Technological Education (EBTT) . To this end, a qualitative and interventionist research was carried out, based on the procedures of action research consisting of four phases: diagnosis, elaboration, execution and evaluation. Data analysis was based on the assumptions of Content Analysis, as a method for organizing and interpreting data. The investigative context presented the extension course RE-MAES Network of Trainers in Active Methodologies for 21st Century Students, linked to the Federal Institute of Mato Grosso do Sul (IFMS). The study was guided by the following question: How to provide continuing education for teachers with a view to integral development? The study is justified by the interest in deepening the reflection-action relationship in the use of teaching methodologies, as well as providing opportunities for the development of a greater ethical-political commitment in the training of teachers of Basic and Professional Education as part of a human training project. integral. The exploratory research consisted of the analysis of RE-MAES to understand the principles and practices used and anchored the construction and implementation of a new training path, in order to develop pedagogical practices with the graduating teachers, which would allow them to reflect critically on social issues, proposing overruns. It is concluded that the proposed methodological path, called TeorizAção, was able to promote advances to the perspective of integral formation, meeting the requirements proposed presented by scholars in the field, above all, in the deepening in General Formation, in attendance to the gap presented in the exploratory research, and initiation in scientific research, however, still demonstrated challenges to be overcome regarding the split relationship between theory and practice, from the perspective of General and Training Specific Training, and the culture of teacher training with an instrumental emphasis, as well as around of working conditions teachers in training.