Saberes docentes e educação profissional e tecnológica: aspectos formativos

Abstract

This paper aims to encourage theoretical reflections on teaching knowledge and training needs in the context of Professional and Technological Education (EPT), which has undergone a major restructuring in the last two decades and had as one of its consequences a significant increase in the number of teachers working in this teaching modality. Thus, we present a brief review of teaching knowledge, with its classifications, characteristics and elements mobilized. We continue to seek to characterize teaching performance in EPT and the peculiarities inherent to those who dedicate themselves to it and, finally, we align the knowledge with the training needs of EPT teachers, identifying possible assumptions to be considered. Most teachers begin their careers without understanding what it means to work in EPT. Thus, there are many training demands for any teacher who enters it. Such needs range from operational issues to methodological and, mainly, conceptual demands. EPT is unique in several senses and represents a grand ideal of social transformation that is only viable when there is a consolidation of the teaching identity in this field of activity.