Revisiting teaching practice : EGRESSES’MEMORIES FROM SPECIALIZATION IN TEACHING IN PROFESSIONAL EDUCATION

• Autor(a) principal: CAVALCANTI, RICARDO JORGE DE SOUSA
• Data de Publicação: 2020
• Outros Autores: SANTOS, MARIA DO SOCORRO FERREIRA DOS
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/60213
• topic: Teacher training. Professional knowledge. EBTT teachers. Professional and Technological Education.; eacher training. Professional knowledge. EBTT teachers. Professional and Technological Education.; Formación del profesorado. Conocimientos profesionales. Maestros EBTT. Educación profesional y tecnológica.; Formación del profesorado. Conocimientos profesionales. Maestros EBTT. Educación profesional y tecnológica.; Formação docente. Saberes profissionais. Docentes EBTT. Educação Profissional e Tecnológica.; Formação docente. Saberes profissionais. Docentes EBTT. Educação Profissional e Tecnológica.

This article establishes a discussion based on the appraisals of egresses of a specialization course offered in the scope of one of the institutes of the Federal Education Network to non-licensed EBTT career teachers. The discussion is promoted based on answers given about the analysis of the course in the interrelation between their professional knowledge before and after their effective participation by the course-teaching staff. The investigation is characterized as qualitative, taking into account a section of a broader study, of a longitudinal character, promoted by the researchers on the professional knowledge of teachers at EPT. In the case of the study, data from a semi-structured questionnaire applied are presented, whose central purpose was to problematize the claims about teaching knowledge from the intersubjective relationship established between course-teachers and teacher-professors in the offer of this 620h course / a, in the semi-presential teaching modality. For this, 6 participants took part in the study. The results show the relevance of continuing teacher education actions, which are not configured as punctual; in addition to the essential inseparability, for this purpose, between the pedagogical knowledge and the professional nature through discussions based on the elevation of the theory-practice binomial in the teaching performance of the EBTT professor. Keywords: Teacher training. Professional knowledge. EBTT teachers. Professional and Technological Education.