Da plateia aos palcos: trajetórias de inserção profissional de licenciados(as) em eletromecânica e computação

• Ano de defesa: 2022
• Autor(a) principal: Railda Maria Bispo de Jesus
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Inserção docente; Educação profissional e tecnológica; Formação docente; Egressos; Educação; Professores de ensino técnico - Formação; Professores de ensino técnico - Mercado de trabalho; Informática - Licenciatura; Eletricidade - Licenciatura; Analogias eletromecânicas - Licenciatura; Ensino profissional; Ensino técnico
• Link de acesso: http://hdl.handle.net/1843/50418; https://orcid.org/0000-0002-9942-3569

The current work aims to study the trajectory of licensed teachers in their professional insertion in Electromechanics and Computing teaching fields especially in the Professional and Technological Education (PTE), by analyzing and deciphering the conditions in such process, as proposing solutions and possibilities to the field. It is also vital to disclose factors that can facilitate or hinder the acceptance of recently graduated teachers at PTE, considering a particular aspect: a history of policies that did not provide technical teaching formation for PTE, resulting in the occupation of such teaching positions by non-licensed professionals. Thus, we base ourselves on the following research problem: how was the trajectory of professional insertion of graduates in Electromechanics and Computing, especially in Professional and Technological Education? This research is conceptually based on discussions regarding teacher insertion, training, and profession, looking at vocational and technological education. We used references such as Avalos (2009), García (2006, 2009a) e Vaillant (2009); when exploring the debate on training and the teaching profession, we relied on André et al. (1999), Gatti (2012, 2016), Nóvoa (2009, 2017), Tardif (2014); regarding PTE, we based ourselves on productions made by Ferreti (2010), Machado (2008), Oliveira (2010a, 2010b). In addition to the referenced theoretical bases, we adopted the perspective of content analysis of Bardin (1977) to treat the data collected, namely in the interviews conducted. Our research has a descriptive nature, structured under a qualitative methodology, employing questionnaires and interviews for data collection as a methodological resource, using respectively structured questionnaires and semi-structured scripts for this purpose. Our research field was restrict to IFBA, and the respondents were graduates in Electromechanics and Computing. The results obtained led us to reflections and analyses of the context collected, specifically, in the interviews conducted. Our study is descriptive in nature and is structured using a qualitative methodology, with structured questionnaires and a semistructured script used as methodological resources for data collection, questionnaire application, and interview execution. Our research field was circumscribed to IFBA, the respondents were graduates in Electromechanics and Computing. The results obtained led us to reflections and analyses of the investigated context and, above all, to three key points: regulation of teaching in PTE, program for monitoring graduates, and policies for teachers' insertion in PTE. The absence of teaching regulation in PTE makes room for prioritizing nonlicensed professionals as the absence of an institutional policy to monitor graduates generates a lack of knowledge about the professional situation of graduates in their area of proficiency; and the atbsence of a policy for teacher integration, especially in PTE exposes graduates in Electromechanics and Computing to conditions and situations that disqualify the teaching training for it, and intensify the reality shock which may pave the way for a possible career abandonment.