A formação de professores para a educação profissional: investigando as práticas docentes no curso de Licenciatura em Química no IFRN campus Ipanguaçu

Abstract

The teachers’ training for professional education (EP) is a field that presents discontinuity in front of the policies of teacher training, being characterized by emergencyand special programs, which make times and spaces of its realization flexible. Considering that Federal Institutes, socially acknowledged in the offer of professional education, and that also assume the responsibility in developing teacher training, we situate the reflections of this research, which aims to analyze, from the view of teachers, the Chemistry Degree of Instituto de Educação, Ciência e Tecnologia do Rio Grande do Norte (FRN) Ipanguaçu Campus in relation to the development of teacher training with orientation to professional education. This study is based on the conceptions and practices of the qualitative approach of research; it was developed by means of a bibliographic, documental and field research. As data collection technique, it was used a semi structured interview with 05 professors of the Chemistry Degree of IFRN Ipanguaçu Campus. The systematization of the documental research discourses and interviews were up to the method of Textual Discursive Analysis. The theoretical discussions were based on authors like: Nóvoa (1992; 1997), Schön (1997, 2000), Alarcão (2001), Saviani (2009), Pimenta (2008, 2012), Contreras (2012), contributing for the historical delineation and teachers’ training perspectives; Moura (2007), Araújo and Rodrigues (2011), Machado (2008, 2013), Kuenzer (2011, 2013), Oliveira (2013), systematizing the discussions of Teachers’ Training for Professional Education (FORPROFEP). In front of the theoretical discussions, documental analysis and awareness of the pedagogical practices from the professors interviewed, it can be seen that the Chemistry Degree of IFRN Ipanguaçu Campus does not direct pedagogical practices to the specificities of EP. In the national and institutional orientations of teacher training there is no systematization for FORPROFEP, the teachers’ pedagogical practices presented elements of: content contextualization; bibliographical researches; teaching internship; knowledge integration; humanist attitudes in the relation with the students and development of projects. It can be concluded that those practices can be development in the sense of legitimating a beginner training for professional education insofar as they are also directed to research, reflection and integration of the graduating students in the spaces of teaching performances in professional education.