ABSTRACT
Challenges of teaching Professional and Technological Education (EPT) at Federal Institutes of Education, Science and Technology (IFs) are analyzed from the perception of licensed and unlicensed teachers. Indirectly, we ask about the place of initial formation in overcoming the inherent (and imposed) challenges to teaching at EPT. Consisting of a qualitative-narrative approach, it was produced through bibliographic research, document analysis and field research. The analysis of the narratives followed the principles of Textual Discursive Analysis. The narratives were stimulated by the following questions: (a) Are there differences between working at EPT and other teaching modalities? What are these differences? and, (b) What are the main challenges faced in teaching EPT? What resources are used to address them? In the interpretation of the data, two categories were created: (a) Challenge to build the pedagogical knowledge of the content for EPT and, (b) Challenge to constitute the teaching identity of EPT in the IFs. Teachers announce that their formation for teaching is day-to-day and they are given more by experience and partnership with colleagues than they were given in initial and continuing training courses. They emphasize that they started teaching with little theoretical-methodological basis and point out the importance of regular continuing education processes as a resource to minimize the challenges of teaching in EPT. They also highlight the lack of institutional policies that encourage training for teaching at EPT.
Keywords:
Professional and technological education; Teacher formation; Teaching