Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Santos, Tatiana Fruscalso dos
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| Orientador(a): |
Giraffa, Lucia Maria Martins
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Escola de Humanidades
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9474
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Resumo: |
This research is linked to the Graduate Program of the Escola de Humanidades at the Catholic Pontifical University of Rio Grande do Sul (PUCRS) and it is part of the FOPPE research line (Education, Policies and Practices in Education). We investigated the actions related to the education for teachers who work in Vocational School in times of liquid structures and beliefs. For this investigation, we used a qualitative approach in a case study seeking data related to the opinion of the ones who are part of the school ecosystem. In the theoretical framework, there are some important issues such as the trajectory of Vocational Education in national context together with public policies and digital technologies. By means of a systemic review of the literature, it was possible to understand the current scenario through the publications covered in this study. We also observed that the changes in the world of work affect the traditional concept of vocational education. Our theoretical contributions are based in authors such as Toffler (2012), Friedman (2014), Bauman (2001), Lévy (1994, 1999), Santos (2000, 2008), Saviani (2007), Weller (2011), and Perrenoud (2000). For the data collection, we used semi-structured interviewed and the analysis of documents. The method of data analysis used was the Discursive textual analysis by Moraes and Galiazzi. This study might lead us to conclude that vocational education teachers’ training does not end in bachelor's degree or in additional pedagogical education. To understand initial education not as an idea of imperfection but as a continuity reflects on this dynamic world that we live. Besides the specific training regarding the field of the course, Vocational Education teachers should have a pedagogical education which encompasses some aspects related to the innovation and adequacy of pedagogical practices and technological fluency to enable future professionals to the technical making. Our study defends that vocational education aims at focusing on technical making. However, this cannot be understood as a procedural, technicist activity devoid of reflection. Instead, it is characterized by the competence, creativity and innovation, since it should/can meet all the quests related to the current moment of the society and its urgent needs. Keywords: Teacher Education. Vocational Education. Digital Technology. Cyberculture. World of work. |
