Guia prática pedagógica e socialização profissional: guia para docentes não licenciados que atuam no ensino médio integrado

Abstract

Built within the framework of research developed in the Professional Master's Program in Professional and Technological Education (PROFEPT), this pedagogical guide was created to support teachers with technical and scientific training, but without a teaching degree, who work in integrated secondary education in Professional and Technological Education (EPT).

The objective is to offer theoretical support that can contribute to strengthening the pedagogical practice of teachers based on professional socialization, contributing to an education that articulates technical and human training towards omnilaterality, as opposed to the unilateral educational approach historically rooted in the Brazilian education system.

The guide seeks to contribute to strengthening the professional socialization of these teachers, understood as the process of insertion, adaptation, and integration into the school culture, institutional practices, and relationships with students and colleagues. Socialization is not limited to the technical dimension of the profession, but involves ethical, social, and pedagogical aspects that underpin the teaching practice in EPT. Furthermore, the material presents reflections on the most commonly used pedagogical practices in the context of Integrated Secondary Education (EMI), highlighting methodologies, strategies, and approaches that can favor meaningful learning and the holistic development of students. The intention is to support teachers in building a conscious, critical, and committed pedagogical practice that integrates technical and general education, in line with the guidelines of the public policy on Vocational and Technological Education (EPT).

The guide is divided into five sections. The first provides a brief history of vocational and technological education and Integrated Secondary Education. The second section defines pedagogical practices for EPT. The third section conceptualizes professional socialization and its stages. In the fourth section, teaching strategies are suggested based on interventions carried out by unlicensed teachers working in EPT, followed by the final considerations that make up the fifth section.

Finally, we invite the reader to use this guide as a space for reflection and dialogue. More than offering ready-made answers, the material aims to stimulate questioning,

foster the exchange of experiences and encourage the continuous development of the teaching identity. After all, teaching and learning in vocational education is a collective process, in constant construction, which is strengthened as teachers and students share knowledge, experiences and life projects.