Políticas de formação inicial de professores com vistas à educação profissional : um estudo sobre as licenciaturas e o PIBID oferecidos pelo IFRN-CNAT

Abstract

Federal Institutes of Education, Science, and Technology were created in 2008, from the decree-law 11,292, which are specialized in offering vocational and technological education, and are considered as higher, basic and vocational education institutions. Its creation is part of the Higher Education expansion policies, including specific policies for teacher training, initiated during the government of President Luis Inacio Lula da Silva. The Institutional Program of Teaching Initiation Scholarships (PIBID) is always quoted on its great importance in the early teacher training. The PIBID is exclusively executed in Higher Education Institutions (IES), through agreements with CAPES (Coordination for the Improvement of Higher Education Personnel). This research was developed associated to the Postgraduate Program in Vocational Education of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) and aims to study the contributions of the Institutional Program of Teaching Initiation Scholarships (PIBID) as a public policy of strengthening professional training for teaching degree students from IFRN-Natal Central campus. From this general objective, the following specific objectives were developed: to analyze the constitution of Initial Teacher Training policies, highlighting the emphasis on Vocational Education from the 2000s; to discuss different conceptions of teacher training, emphasizing the critical-social thought; to present PIBID as a relevant program of incentives and strengthening of Teacher Training in Vocational Education Institutions; to understand the fundamentals of Vocational Education from the teaching degree courses in IFRN-CNAT and from experiences made possible by PIBID; to reflect on the contributions of Teacher Training in an emancipatory perspective. For this study, we took as theoretical and methodological approaches the research in Education, based on the theoretical assumptions of dialectical historical materialism. The methodological approach used was the qualitative ones, which attends to case study, and was made workable by the use of data collection tools: document analysis, interviews and semi-structured questionnaires. The results showed that the relation between the Teaching Degree courses offered by IFRN Natal-Central campus and PIBID integrate an action that promotes a Professional Teacher Training to Vocational Education, however, this branch needs to be largely inserted in the established discussions within these Teaching Degree courses. It was also observed that even small-scale discussion promoted in the teaching degree courses studied is distinctive for Professional Teacher Training to Vocational Education when combined with the actions of PIBID, which also include that discussion, and this could be found in answers given by 45 undergraduates and PIBID scholars to the semi-structured questionnaires applied during the survey.