NON-LICENSED TEACHERS IN PROFESSIONAL EDUCATION: their knowledge, their practices

• Autor(a) principal: Lins , Antonio Acioli Blanco
• Data de Publicação: 2022
• Outros Autores: Anic, Cinara Calvi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/12166
• topic: Professional education. Training. Teaching; educação profisisonal; formação de profissionais da Educação; Docência

Professional education in Brazil officially emerged in the 20th century and, since its emergence, the teachers of this kind of education exhibit a very adverse profile, as a consequence of the absence of concrete policies that consider the specificities of Professional Education. This study is part of an ongoing research project that aims to analyze the knowledge of teaching in the teaching practice of non-licensed teachers of Professional Education. The research was based on the theoretical foundations of Professional Education and on the theme of teaching knowledge, referenced by Kuenzer (2006), Moura (2008), Machado (2011), Pena (2016), Tardif (2014), Pimenta (2012), among others. The methodological path was guided by the qualitative approach, and 7 semi-structured interviews were carried out with bachelors and technologist teachers of Professional Education. Data analysis was performed following Creswell's (2014) assumptions for spiral analysis. The results revealed that the research participants mobilize especially the knowledge of experience, through memories of former masters and exchange with peers. They also value the knowledge of professional training, given the need to train someone who meets the demands of the labor market. Little reference was made to pedagogical knowledge, nor to curricular knowledge specific to Professional Education. We conclude that the considerations made by the interviewees reinforce the lack of effective policies for the training of Professional Education teachers, which, in the future, may be reinforced by recent legislation that allows for notorious knowledge and proof of competence to act as a teacher, disregarding the integral training of the applicant.