FORMAÇÃO DOCENTE NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO BRASIL (2008-2022)

POLÍTICAS, CONTEXTOS E DESAFIOS.

Abstract

The study aims to analyze the efforts of the Secretariat of Professional and Technological Education (SETEC), of the Ministry of Education (MEC) in the elaboration and effective execution of educational policies aimed at the initial and continuing training of teachers in/for Professional and Technological Education (EPT ) in Brazil. The period from 2008 to 2022 is selected to, in perspective, provide an overview of the “state of the art” of actions aimed at teacher training for EPT. The article (in addition to the introduction and final considerations) is divided into two sections: a) it constitutes an immersion in the political economy of very recent Brazil, marking a parallel between the economic models adopted in the circumscribed period and their impacts on the expansion or retraction of actions by SETEC/MEC, in teacher training, to serve the set of Federal Institutes of Education, Science and Technology, created by Law no. 11,892; b) provides an effective assessment of the actions of SETEC/MEC, also presenting necessary notes for the effective curricularization of teaching in EPT in degrees offered throughout Brazil. It appears that although the current LDBEN establishes clear guidelines for teacher training, their implementation in the context of EPT is still a challenge to be overcome. Furthermore, the curricularization of teaching in EPT in undergraduate courses emerges as an essential pillar for the transformation of contemporary education, that is, training teachers who, in addition to being specialists in their fields, are also educators capable of understanding and responding to the nuances inherent to education, especially in this case, EPT.