Formação de professores para o ensino profissional, técnico e tecnológico: análise descritivo das competências e as propostas formativas de Brasil e Chile

• Ano de defesa: 2022
• Autor(a) principal: Pozzobon, Mônica
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação profissional e tecnológica; Ensino por competências; Educação comparada; Formação docente de bacharéis; Professional and technological education; Teaching by competences; Comparative education; Teacher training of bachelors; Enseñanza por competencias; Educación profesional y tecnológica; Educación comparada; Formación del profesorado de licenciatura; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/28335

This thesis is part of the Line of Teaching, Knowledge, and Professional Development of the Graduate Program in Education at the Federal University of Santa Maria/RS. We aimed to understand how competences are made explicit in Professional and Technological Education (EPT) in a Brazilian and a Chilean university, based on external international regulatory frameworks. The specific objectives included: recognizing the existing definitions about the concepts of competencies and guidelines in national and international external regulatory frameworks for teacher training for EPT; identify the competences and guidelines presented in the USACH and UFSM course programs, based on the legal, national and international regulatory frameworks available, on teacher training for EPT and; outline elements/principles that can be thought of to design curricula or curricular proposals for teacher training for EPT. This is a study with a methodological perspective of comparative education, considering the teacher training courses for the EPT, the Special Graduation Program: Teacher Training for Professional Education (PEG) and the Special Regularization Program for Professional Technical Education (FPTP). As a corpus, institutional, national, and international normative documents were analyzed. The definitions found about competencies are associated with the individual and the term skill is related to the mobilization/recruitment of knowledge, tacit, explicit/explicit knowledge, culminating in know-how. The concept of competence/objective implicit in the curriculum of the courses studied, comes from the guidelines of Multilateral Organisms, specifically the Organization for Economic Cooperation and Development (OECD) and the World Bank, which are sometimes veiled, but predominantly in their essence. Such guidelines are linked to a conception of education that limits the individual to his work capacity. The elements/principles to think about when designing curricula/curricular proposals for this training are related to social skills; those competences learned because of social education, understood, and turned to collective purposes, favoring good social interaction, democratic bonds, and human rights. Teacher training needs to translate these elements by promoting reflective critical awareness that it is unfinished, that contexts are changeable and need reinvention; and this needs to be sensitized in the pedagogical training of unlicensed teachers. For the continuity of this research, it is suggested that a fruitful dialogue be established between those directly involved with the EPT, thus constituting a new possibility to advance, given the relevance and complexity of the theme and the need to encourage teachers who enter this educational context, permeated with multiple training profiles, the opportunity to advance in their constructions.