Formação continuada de professores como travessia para os processos de profissionalização da carreira EBTT

• Ano de defesa: 2023
• Autor(a) principal: Pereira, Claudio Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação docente continuada; Profissionalização docente; Rede Federal de EPCT; Educação Profissional e Tecnológica; Carreira EBTT; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/17231

This paper investigates continuing teacher education and its implications for the processes of professionalization within the Federal Network, with a view to meeting the presuppositions of Professional and Technological Education (EPT) by teachers with different initial training backgrounds and training paths in the career of Basic, Technical and Technological teaching (EBTT). It assumes that continuing teacher training is a possible professionalization of the EBTT career based on the principles of EFA, considering the commitment to the principles and to training students for citizenship and work. Through exploratory research, the study articulates dialogues among educational legislation, the academic production of Brazilian postgraduate programs and data produced by EBTT career teachers. For data collection, it made use of primary sources, bibliographical research and a survey, using electronic questionnaire sent to the research subjects as an instrument. This is an exploratory study with a quali-quanti approach to the data. It considers teacher training to be permanent (Freire, 1983, 1997, 2001), with teachers being the practitioners of this common daily life (Certeau, 2014) and public social institutions of the Federal Network (Cefet, CP2, ETV-UF, IF and UTFPR) as professional teaching communities (Nóvoa, 2017; 2019) or learning communities (Imbernón, 2009). It indicates the institutions that make up this Network as decentralized units (Apple, 2017) for the construction of a continuing teacher education policy based on a commitment to the praxis (Freire, 1983, 1997, 2001) of teachers and students, aligned with the constitutional principle of training for citizenship and work. It points out that continuing training is necessary for the professionalism of the EBTT career to be (re)constructed and that the teaching work developed in the Federal Network is open to dialog with the communities served by its campuses, focused on the process of raising students' awareness and thus training them for citizenship and work. It also shows that teaching in the Brazilian EFA lacks recognition as a profession, with its own knowledge, thus challenging the "training" processes "historically offered through watertight and emergency programs. It recognizes the difficulties of proposing the professionalization of the EBTT career as an academic training in the country and, for this reason, assumes that it is urgent to organize a policy of permanent training built up by teaching collectives and translated into service in the institutions of the Federal Network.