Desafios do trabalho e da formação docente na educação profissional e tecnológica: narrativas de professores de um Instituto Federal.

Abstract

This article aims to understand elements emerging from narratives of teachers about formative process, challenges and difficulties at work in professional and technological education (PTE). We use 12 narratives of teachers (seven men and five women) from a Federal Institute to reflect on formation and work in PTE, including the subjectivities and singularities of each history. To do this, we adopted the theoretical and methodological principles of (auto)biographical research, combined with Nóvoa's (1992, 2013) studies on teacher training and productions in the work and education field. The narratives showing specific challenges of PTE: integration, verticalization and articulation with the characteristics of area and labor market. The histories reveal problems shared with other modalities: the lack of financial resources and gaps from formative journeys. The narratives allow us to understand that teachers face the challenges by co-operating work, although some limitations. This research updates the data field and supplies important subsidies for planning and execution of formative courses for strengthening the collective identity and the PTE continuing formation.