WORK AS AN EDUCATIONAL PRINCIPLE IN THE PERSPECTIVE OF A GROUP OF TEACHERS FROM IFSC

• Autor(a) principal: Colossi Felippe, Bárbara
• Data de Publicação: 2023
• Outros Autores: Valer, Salete
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1953
• topic: Politecnia. Mundo do trabalho. Profissionais da Educação.; Polytechnics. World of work. Education professionals.; Politécnica. Mundo del trabajo. Profesionales de Educación.

Placed in the context of Professional and Technological Education (EPT), this research aimed at investigating a group of teachers’ conceptions about the theoretical and practical transposition of the foundation Work as an educational principle in the teaching and learning process in EPT. In methodological aspects, the procedure adopted was the qualitative method and case study as the main modality. The subjects are seventeen teachers from EPT, whose data were systematized through the application of semi-structured interviews. The results revealed that part of the teachers had difficulties in discoursing effectively about the theoretical and practical transposition of the foundation studied, since that the only ones who showed greater understanding of such term and its application in teaching and learning process were teachers with a major degree and or with pedagogical complementary major in EPT. It follows that this conceptual gap reflects in technical and utilitarian pedagogical practices dedicated to the labor market and not to the world of work, that is, aren’t effective as a holistic development, which principles and foundations provide conditions for job training and, in a parallel way, the understanding of the contradiction that organizes the conditions of work and society. The fact that most of the teachers in EPT have major and professional practices prior to teaching focused on the labor market, constituted under the capitalist and utilitarian perspective, contribute to such (re)production in/on their pedagogical practice, if there is no effective pedagogical training for a change in the conceptions of world and labor.