Formação docente para a educação profissional, científica e tecnológica: a identidade dos professores do Instituto Federal de Mato Grosso do Sul/Campus Corumbá

• Autor(a) principal: Sandro Moura Santos
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/6727
• topic: Educação Profissional, Científica e Tecnológica; docência; profissionalização; trajetória.

This study is part of the Research Line “Educational practices, education of teachers/educators in school and non-school spaces” of the Master's course of the Postgraduate Program in Education (PPGE) of the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN). Linked to the Study and Research Group on teaching education and practices (Forprat), it presents teacher education for professional and scientific education as its theme and has as its object of discussion teacher training for Professional, Scientific and Technological Education (EPCT) on Campus Corumbá of the Federal Institute of Mato Grosso do Sul (IFMS). The problem investigated was the hybridity found in the profile of the teaching staff of the aforementioned campus, whose teaching staff is composed of licensed professionals, linked to the areas of knowledge that constitute the common core (propaedeutic core) of the integrated technical courses, and by non-licensed professionals, linked to the disciplines of the specific core (technical core) of the courses. The general objective is to understand the paths for the constitution of the teaching identity of the EPCT teachers working at the IFMS/Campus Corumbá. Therefore, the approach will be qualitative, and the study is also characterized as explanatory and descriptive, with regard to its objectives. Regarding the sources of information, fieldwork was used and the procedure for producing data had nuances of a case study. It was found that the professors at Campus Corumbá have a good level of qualification with regard to master's and doctoral courses, their education trajectories were developed mostly in public educational institutions and that a significant portion of these professionals do not have specific education for teaching. It was also observed that hybridity is an intrinsic phenomenon to verticality, which, therefore, is a result of the objectives and purposes of federal institutes and permeates the composition of the faculty, the student body and the institutional identity. In addition, it was found that, in the face of verticality, the teachers participating in the research elaborate an expanded conception of teaching and are frustrated by not being able to satisfactorily meet all dimensions of teaching work based on this expanded conception.