Trajetórias acadêmica e profissional de professores licenciados do campus Parnamirim (IFRN): saberes e práticas docentes no ensino médio integrado

Abstract

This research aims at analyzing the academic and professional trajectories of teachers in high school integrated course - Mechatronics Technician at Campus Parnamirim Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte. Based on this study, we discussed about how the teachers have developed the articulation between propaedeutic and professional teaching. Therefore, this research investigative and qualitative using semi-structured interviews with eight teachers from four different areas. The interviews were recorded, transcribed and analyzed. The theoretical reference is based on scholars from the professional education area, more precisely from teachers’ formation and pedagogical practices, in lato and this type of teaching as follows: Gaudêncio Frigotto, Acácia Z. Kuenzer, Maria Ciavatta, Dante H. Moura, Maurice Tardif, Francisco Imbérnon, Antônio Nóvoa, Selma G. Pimenta e Maria do Rosário Franco among others. The results point out the difficulties from teachers to materialize, through their practices, the integrated high school subjects programs. Such limitations are connected with the lack of academic formation on professional education and the integrated curriculum, the necessity of more time and facilities in order to establish a bigger and better dialogue and interaction between the teachers from different areas, difficulties in developing practices toward interdisciplinary pedagogical practices and the superficial knowledge about matters such as the objective, the nature and the programs of the technical courses they teach. Thus, we emphasize the necessity of the building and reinforcing actions and facilities that allow discussions, reflections and planning so that the integration between propaedeutic and professional knowledge can actually occur.