Princípios formativos para a docência na Educação Profissional e Tecnológica nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva da prática pedagógica

Abstract

This research, carried out within the scope of the Postgraduate Program in Public Policies and Human Training (PPFH) of the University of the State of Rio de Janeiro (UERJ), aims to identify training principles for teaching in Professional and Technological Education (EPT ), through the meanings and senses attributed by professors of the Federal Institute of Rio de Janeiro (IFRJ) to the pedagogical practice itself. Of a qualitative nature, this research assumes the theoretical-methodological perspective of historical-dialectical materialism, adopting as procedures the bibliographic review, the documentary analysis, the application of a questionnaire and the conduct of semi-structured interviews. The analysis of the dialogues established with the teachers is carried out under the approach of the meaning nuclei, which, supported by the theoretical production of Historical-Cultural Psychology and the perception of wholeness and historicity as methodological requirements, helps us to: understand the understanding of these subjects about the social function of EPT; identify how much it approaches and / or distances itself from the project listed by the Federal Institutes, in its broad sense, and from the concrete reality of the IFRJ, where its practices materialize; to know the heterogeneous professional and formative trajectories that prepared these subjects for the performance in the teaching career in Basic, Technical and Technological Education (EBTT), as well as to understand training needs in face of the specificities of a pedagogical practice that, in this investigation, is discussed under its inseparable political face. When we articulate these reflections to the discussion about the conceptions of pedagogical practice that govern teacher training and work in contemporary times, the historical constitution of Brazilian professional education, the process of professionalization of these teachers from the perspective of the training policies that are directed to them and that are expressed in the IFRJ norms and management practices, we identify the limits and possibilities of this institution as a training space and producer of knowledge, having as reference the praxis of its teachers.