Saberes e práticas pedagógicas na educação profissional: conceitos e fundamentos epistemológicos

Abstract

The main objective of this dissertation is to discuss the epistemological foundations that constitute the concepts of knowledge and pedagogical practices in Professional Education (PE). In this sense, we clarify that the knowledge and practices mentioned here refer to the set of knowledge of teachers, therefore, we are talking about an epistemological aspect. Therefore, we assume that the knowledge and practices developed in professional education contribute to the delimitation of its field of knowledge. Therein lies the importance of analyzing which epistemology underlies the concepts of knowledge and pedagogical practices in professional education and which societal project these epistemologies serve. As a methodology, basic theoretical research of a qualitative nature with bibliographical support was adopted. As for the objectives, the research is descriptive and exploratory in nature. As a technical procedure, a bibliographic survey was used. In this way, based on the recognition of theoretical references already published in written and electronic media, such as books, scientific articles, dissertations and theses, information on the research topic was collected in the literature already produced. The collection was carried out on the CAPES Periodicals Portal, with the adoption of criteria that delimited the universe of study, guiding the selection of the material. From the analysis of the selected works, we seek to understand the epistemological foundations that constitute the concepts of knowledge and pedagogical practices in professional education. As results, the research demonstrates that the concepts of teaching knowledge have their epistemological foundations in the epistemology of practice and are constituted based on the assumption of practical experience in the classroom as a basis for teaching. In the context of professional education, this reality presents itself in a latent form, when we observe the prevalence of knowledge from work experience assuming greater relevance and recognition compared to knowledge from pedagogical training. Regarding pedagogical practices in professional education, we observed the predominance of the foundations of the epistemology of practice in its concepts. In this way, practical experience as a basis for teaching is reproduced in pedagogical practices in professional education, favoring the separation between theory and practice and distancing from social reality through teaching activities without social criticism, aimed at training labor for the job market. Even in this scenario, the concepts of integrated curriculum and integrative pedagogical practices appear as an alternative to the foundations of the epistemology of practice in PE. Regarding the epistemology of praxis as an epistemological foundation, we realize that this theoretical precept has been little used in work on teaching knowledge.