Políticas de formação docente para a educação profissional: análise em duas escolas do Vale do Açu
The present research points as general aim to analyze the policies in education of teachers to a professional training and their implement in institutions that offer this degree module in Vale do Açu, such as: IFRN Campus from Ipanguaçu and Unidade SENAC, located in Assu, both situated in the state...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21489 |
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| Resumo: | The present research points as general aim to analyze the policies in education of teachers to a professional training and their implement in institutions that offer this degree module in Vale do Açu, such as: IFRN Campus from Ipanguaçu and Unidade SENAC, located in Assu, both situated in the state of Rio Grande do Norte. The investigation starts the worry that professionals from diversity areas of education develop the teaching job in degree course without considering that the teaching exercise in professional training requires a special training once that such area is a knowledge field for itself. However, this research are supported on previous surveys that approach the subject matter, such as Machado (2008, 2011, 2013), Kuenzer (2011) and Moura (2008, 2013, 2014), and they doing offering a wide vision in many aspects, considering the political, economic, social and cultural context in which the subject matters is immersed. In this context, to approach an object of study in a perspective that comes from a specific reality in which prevailing the own capitalist production contradictions, with repercussions on class workers and, consequently on policies degrees and their teachers, this research choose for methodological reference of social critical thought, supporting of theoretical elements of Marxism, mainly on Frigotto (2010b). During the research within wide bibliographical research, it was remade an analysis of the policies related to teachers professional training, pointing out how the Brazilian legislation treat the subject matters on its history long, including the Education Law (Leis de Diretrizes e Bases da Educação Nacional), Decrees, Resolutions and documents of the institutions/entities researched. There was also a questionnaire that was given to over 130 participants, including teachers, students and managers on named schools, with the intuition of collecting data that show how the subject matters is the fact, understood on the perspective of the own people involved in the process. In the sense, it was noticed that the policies concerning to degree module for teachers, who work on educational courses, have been faced along the Brazilian education history, something as urgency, transitional, fragmented and dismantled once, on those schools researched on Vale do Açu, it is possible to confirm almost in totally of the teachers staff who work on the technical/technological areas whose the degree module are connected, they have not a specific degree on professional training. Within this, it was noticed that the continued courses are consolidated. Therefore, understands that, without a module that focuses on political pedagogical aspects, the possibilities of a specific degree turned to the class workers interests are restricted. |
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