Formação docente em educação profissional e tecnológica no Rio Grande do Norte: entre os discursos e sua materialização

Abstract

This research aimed to analyze the relationship between the official discourse on teacher education for Professional Education (PE), as established by normative and regulatory documents, and the materialization of the training of teachers working in Professional and Technological Education (PTE) in state public schools in the municipality of Mossoró/RN, Brazil. As specific objectives, the study sought to: conduct a diagnostic survey of teachers’ educational backgrounds, focusing on training directed toward Professional and Technological Education; carry out a documentary analysis of the legislation guiding teacher education for PTE at the state level, as well as the possible actions undertaken by the State to provide training for teachers working in this curricular offering; and analyze teachers’ perceptions and evaluations regarding the training offered within PTE in parallel with the requirements imposed by legislation specific to the field of Professional Education. This research is grounded in the thesis that there is a mismatch between the official discourse on teacher education for PE, expressed in official documents (PNE, PEE-RN, DCNs, LDB, State Policy for Professional and Technological Education, decrees, among others), and the actual training practices of teachers working in Professional and Technological Education in the state of Rio Grande do Norte. Methodologically, the study employed field research, supported by bibliographic and documentary research, adopting a qualitative approach. Data were collected through semi- structured interviews. The research involved five teachers from Professor José Nogueira State School and five teachers from State Center for Professional Education Professor Francisco de Assis Pedrosa, both located in Mossoró/RN. The analysis of interview data was conducted using elements of Thematic Analysis, combined with methodological triangulation. The analysis of the results revealed the emergence of reflection and critical awareness fostered by the discussions arising from the training processes, as well as changes in perspectives regarding formative actions, when compared to the initial diagnostic findings. It was concluded that, in the investigated context, most teachers working in PTE are hired on a temporary basis, which hinders the development of solid and continuous professional training. Furthermore, it was observed that teachers often lack a broader understanding of PTE in connection with a more comprehensive educational perspective grounded in a Marxian conception of Integral, omnilateral Education. Instead, the reports tended to align with a market-oriented understanding of this educational modality. This finding reinforces the notion of a deficient training process (or even the absence of consistent training, given its occasional and sporadic nature) offered to these teachers. It can therefore be inferred that the intentions expressed in official documents and discourse are not fully translated into concrete actions, confirming the gap between what is prescribed in educational policies and what is implemented in everyday school practice. Consequently, the thesis that there is a mismatch between the official discourse on teacher education for Professional Education, as expressed in official documents, and the actual training practices of teachers working in Professional Education in the state of Rio Grande do Norte is confirmed.