O Planejamento de Ensino na Educação Profissional e Tecnológica: Concepções de Professores Não Licenciados da Rede Estadual de Ensino do Paraná a partir de uma Formação Continuada

Abstract

Considering teaching planning as an educational practice intrinsic to teaching and that there are peculiarities regarding its conception in Vocational and Technological Education (EPT), the present research, which is part of the line of EPT Educational Practices and Macroproject 1 - Methodological and didactic resources in formal and non-formal teaching spaces at EPT – its general objective is to understand the conceptions of a group of unlicensed teachers working in EPT on teaching planning in this context and the possible impacts of continuing education on such conceptions. To achieve this objective, we established the following specific objectives: 1) Identify the peculiarities of teaching planning in the context of Vocational and Technological Education; 2) Explain what the unlicensed teacher understands about teaching planning in Vocational and Technological Education, before and after experiencing a specific continuing education; and 3) Evidencing which elements and characteristics of continuing education can contribute to a new look at teaching planning in Vocational and Technological Education. In a qualitative approach of descriptive-explanatory nature and interventionist character, we elaborated, applied and analyzed as an educational product, an extension activity (course) and established as instruments for data collection, semi-structured interviews, pre and post-training, observation and document analysis. We base the educational product on the assumptions of collaboration through activities developed in online meetings. The results of pretraining show that most participants conceive EPT as a teaching modality that prepares the student for the job market. Teaching planning is evidenced as an organizing tool for a sequence of contents to be transmitted by the teacher. After training, we found changes in conceptions, which began to recognize EPT as a teaching modality that aims at the integral formation of the student for the world of work, through the practice of a curriculum that develops in the integration between general and professional training. . In the context of such understanding, teaching planning is re-signified, as an organizing instrument of a pedagogical practice, conceived as a teaching-learning process, in a dialogic, continuous and articulated movement of systematization of knowledge. Collaboration, wrapped around the principles of voluntarism, identity, spontaneity, support and mutual respect, contributed to the research participants getting closer to the knowledge and practices of educational practice in EPT, specifically, teaching planning. Thus, we make sure that continuing education, developed under a collaborative approach, where groups that identify themselves, seek reflective dialogue, from situations of practice that worry them, significantly contributes to the subjectivity of a thinking, sometimes static, converge in the objectivity of a feasible and transforming action of peculiar contexts such as the EPT.