Formação continuada de docentes que atuam em cursos técnicos profissionalizantes em marketing

• Ano de defesa: 2020
• Autor(a) principal: Silva, Sandra Paula da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Formação de Gestores Educacionais; UNICID
• Palavras-chave em Português: Educação profissional; Cursos técnicos; Formação continuada de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2215

This study has as its general objective – Investigate how teacher who work in the tecnical and professional markting course of State Technical School continue or not their training. It is organized in teh multipaper modality that consists of a seat of text that, in some way, retain a certain independence, but preserve a cohesion among themselves. The reserch data were generated based on the qualitative approach, with the focus group as the data production procedure. Five teachers participated in the focus group who in a professionalizing course in Marketing. The first text presentes the history of Professional Education in Brazil, the second the continuing education, more specifically that of the teacher who Works in Technical Education and for this purpose establishes dialogue with authors such as Nóvoa, Tardiff, Sacristán, Pérez Gómez and Peterossi among others. The third text analyzes the data based on three axes of analysis that emerged from the teachers’ statements: the need for training, the expansion of formative scenarios and the role of the student in teacher education. The research data show that teachears are professionals who work in the professional Market and started teaching work without pedagogical training. Contact with the classroom and with students challenged them and made them available to purse continuing education. Initially, they participated in courses offered by the institution where they worked, however, in the course of the work, they opened up to other proposals that included different training modes. In this perspective, continuing education can be considered by them as na open path that unfolds in multiple possibilities and directions, making each teacher the manager of their training process.