Política de formação docente para a educação profissional dos professores do IFRN: avanços e desafios (2008-2018)
This paper analyzes aspects of teacher training for Professional Education at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte, considering the period from 2008 to 2018. It aims, as an objective, to analyze the actions carried out in this empirical field to train its...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29673 |
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| Resumo: | This paper analyzes aspects of teacher training for Professional Education at the Instituto
Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte, considering the period
from 2008 to 2018. It aims, as an objective, to analyze the actions carried out in this empirical
field to train its respective teachers, identifying the advances and challenges for the
implementation of an institutional training policy focused on the specificities of teaching in the
Professional Education modality, considering the concepts of human training, Professional
Education and teacher training presented in the institutional documents. We took, as a
theoretical-methodological approach, the focus of historical-dialectical materialism, from
which a trajectory was systematized that included a literature review; document analysis;
interviews with coordinators and teachers of the investigated courses; and questionnaire
application to the institution's teachers who were former students in these courses. The data
analysis reveals considerable challenges from the perspective of a specific training policy, but
it also presents significant advances. Among the challenges, there is the need to offer courses
aimed specifically at teaching, in the Professional Education modality, with a longer duration,
at the graduate and undergraduate level. In addition, when these are offered, there is a very low
adhesion of teachers working in the institution, filling the vacancies with external demand in
all cases. However, the research shows that, for those who participate, the courses are important
training environments that support pedagogical practice. Thus, we defend that the actions
developed within the scope of IFRN, in the period from 2008 to 2018, aimed at the training of
their own teachers and that specifically deal with teaching practice and the respective
specificities of the modality, are punctual, poorly articulated and happen, mainly, with external
induction, besides being devoid of a universal feature. However, since the training processes
are based on the concepts of integral human formation, Professional Education and teacher
training assumed in the institutional documents, such actions may favor the materialization of
a training process that contributes to building an ethical-political-didactic-pedagogical
commitment of the teaching staff, without which there may not be a perspective of education
aimed at the interests of the working class, that is, counter-hegemonic concerns. |
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