Práticas pedagógicas e socialização profissional de docentes não licenciados que atuam no ensino médio integrado

Abstract

Teacher education in Vocational and Technological Education (VTE) has gained prominence in recent years, especially after the creation of the Federal Institutes in 2008. In this scenario, a relevant challenge involves non-education-degree teachers, who begin their careers without initial pedagogical preparation but take on a key role in educating students in the Integrated High School (IHS). Professional socialization, a continuous process of constructing teaching identity through interactions and work practices, reveals the central role of pedagogical practices, particularly given the demands of the integrated curriculum, which seeks to overcome the historical divide between general and technical education in Brazil. This study aimed to understand how pedagogical practices contribute to the professional socialization of non- education-degree teachers who work in the IHS. Specifically, the research sought to: (i) characterize the professional socialization process experienced by these teachers; (ii) identify the pedagogical practices adopted in their daily teaching activities; and (iii) develop an educational product in the form of a Pedagogical Guide, encouraging critical reflection on their pedagogical practice. A qualitative, descriptive field research was conducted with eight non-education-degree teachers from the Federal Institute of Piauí who teach in IHS programs. Data were collected through semi- structured interviews and analyzed using content analysis. The results show that entering the teaching career was largely driven by opportunity rather than the initial professional intention, with everyday practice becoming the main space for learning the profession. The phases of professional socialization (i.e., passage through the mirror, installation of duality, and adjustment of self-conception) manifested themselves in different ways, although converging on challenges related to instructional planning, assessment, classroom management, and the need for strategies that promote curricular integration and meaningful learning. Pedagogical practice proved to be a structuring element in the redefinition of professional identity and in the didactic transposition of technical and scientific content. As a practical contribution, an educational product was developed in the form of a Pedagogical Guide, offering basic guidelines for planning and classroom mediation aimed at non- education-degree teachers, encouraging critical reflection on teaching practices. It is concluded that pedagogical practice is related to teachers’ professional socialization and that the professional development of these educators requires training policies that consider their specific needs, thereby strengthening the quality of education offered in VTE.