Teachers 'conceptions of integrated education in federal institutes

An analysis from continuing collaborative training

Abstract

This paper presents the results of a research that sought to analyze the contributions of continuing education to possible changes in teachers' conceptions of Professional and Technological Education (EPT). Within the scope of EPT, the term "integrated training" presents a certain polysemy. Amid this, Integrated Secondary Education (EMI) seeks to overcome the social division of labor. Thus, promoting a professional education that contemplates the principles of integrated training, serving everyone equally, is to understand the teacher's conception of this. In this context, here is a look at the teachers' conceptions before and after experiencing training that had the collaborative focus as a differential for understanding the principles and purposes of EPT. Following a qualitative approach of a descriptive-explanatory and interventionist nature, an extension activity (course) was elaborated, applied, and analyzed, with the semi-structured interview as the main data collection instrument. The subjects are professors in Basic, Technical, and Technological Education (EBTT) teaching careers at the Federal Institute of Mato Grosso do Sul (IFMS). The results point to the initial predominance of a conception focused on the labor market. From the training experience, the understanding became that of an integral human formation, looking at the world of work. In short, it was evidenced that a continuous formation under the collaborative approach that contemplates the previous knowledge, the aspirations, and the reality of the professional performance of the professors offered in their workspace, allows them the construction of new knowledge and a better appropriation of the principles and purposes of the EPT.