Necessidades formativas e aprendizagem dos(as) professores(as) da EPT: analisando a prática da pesquisa em projetos integradores

Abstract

This research is the result of the Master's Degree Program in Professional and Technological Education, in the Teaching concentration area, in the Macroproject Organization of Pedagogical Spaces at EPT within the Research Line "Organization and Memories of Pedagogical Spaces in Professional Education and Technology (EPT).” The object of study highlights the dimension of Research in the Integrator Project (IP) component, considering the New High School. With the implementation of the New Secondary Education in public and private educational institutions in the country, the P.I. becomes a necessary curricular component for the students' educational-training process. With this, reflections on the training and learning needs of EPT teachers emerge: analyzing the practice of research in Integrative Projects. As established by Law no 13.415/2017, the insertion of the P.I. in the High School Curriculum is defined as a space of interdisciplinarity, integration and articulation between teaching and research, listed to the knowledge and skills inherent to Professional and Technological Education (EPT) in Integrator Core. So that with the National Common Curricular Base (BNCC), in view of the implementation of the New High School, to the P.I., relevance is imprinted on student training. Thus, it is based on the premise that teachers need continuing education to meet the learning demands brought about in this new context. It is from this perspective that the question emerges: What are the training and learning needs of EPT teachers, considering the practice of research in Integrative Projects in New High School? In this direction, the general objective of the study is to analyze the training and learning needs of the teachers of the EPT of the IFPI, considering the practice of research in Integrative Projects in the Campus Teresina Zona Sul - PI. The collaborators were the teachers of the 3rd year class of the Technical Course of Medium Level in Clothing in the Integrated Form of the year 2022.2, of the Course in question, who collaborated with semi-structured interviews and training meetings. It is a Narrative Research (Clandinin; Connelly, 2015). As for the objectives, it is characterized as descriptive, explanatory and analytical. Data generation occurs through analysis of the methodological Pedagogical Project, it is anchored in the hermeneutic philosophical base (Lincoln; Guba, 2006), which guides the researcher's gaze towards the identification and interpretation of the research knowledge of teachers) of the P.I. in the EPT Integrated High School. Conducted verification of the training and learning needs of teachers, teaching strategies for the practice of research in P.I. Data analysis was supported considering the categories: a) Continuing training of EPT teachers; b) Adult-teacher scientific learning; c) Integration Project at EPT; The theoretical discussion was based on: Almeida (2005), Day (2001), Lima (2014; 2021), Demo (2005; 2015), André (2011; 2016), Placco e Souza (2015), among others. Categorical Content Analysis was performed (Bardin, 2016). The research brings as an Educational Product (E.P) a Portfolio of guidelines for teachers of the P.I. in Integrated High School, based on their training and learning needs. Therefore, in view of the training needs of the professors who teach the IP subject at the IFPI, we observed the commitment of the professors during their work and in their suggestions to improve the discipline, suggesting pedagogical mini-courses, new approaches and improvement courses to graduate teachers. These suggestions aim at the professional development of teachers, enabling them to teach in a more effective and engaging way. In this way, the P.I. discipline of the IFPI Integrated High School courses can become more attractive and effective, facilitating meaningful learning and the practical and contextualized application of the acquired knowledge.