Trajetos formativos e significações da docência na educação profissional técnica de nível médio da rede estadual de ensino do Rio Grande do Sul

• Ano de defesa: 2020
• Autor(a) principal: Lira, Valdoir Dutra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Profissional e Tecnológica; Colégio Técnico Industrial de Santa Maria
• Palavras-chave em Português: Formação de professores; Saberes docentes; Educação profissional; Teacher training; Teaching knowledge; Professional education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/21090

The present work entitled “Formative Paths and Meaning in the Teaching at Middle Level Techical Professional Education of the Rio Grande do Sul State Education Network”, is part of the line of research Teacher -Training for Vocational and Technological Education of the Graduate Program in Professional and Technological Education of the Federal University of Santa Maria / CTISM and in the initial and continuing teacher training research group - MAGMA. It aims to investigate how the formative paths and the teaching knowledge have has reverberate in of the in teaching teachers of the Professional Education Techical of Secondary Level of the Rio Grande do Sul State Education, facing the following problem: how the formative paths and the teaching knowledge have has reverberate in of the in teaching teachers of the Professional Education Techical of Secondary Level of the Rio Grande do Sul State Education? For such, this research is justified by the approach of the qualitative methodology of explanatory character, being carried through the life narratives and formation of five (05) teachers of a state technical school of the State of Rio Grande do Sul, through interviews with questions open and semi-structured, individually harvested. The data analysis followed the assumptions of the Thematic Categorical Content Analysis, indicating that there is a multitude of knowledge that means the teaching and formative paths of EPTNM teachers, but that, on the other hand, teacher education only happens on the initiative of the teacher.Teacher or school and rarely because of public or government policy, although legislation is in place.