A educação profissional técnica de nível médio: visão dos professores sobre um programa especial de formação pedagógica de formação continuada na modalidade EAD

Abstract

This work was performed with teachers working in the Professional Technical Education (PTE) of two State Technical Schools, located in different municipalities of the interior of the state of São Paulo, and who attended the Special Pedagogical Training Program (SPTP) of-fered by the Paula Souza Center in the distance modality, in the editions of 2014, 2015 or 2016. The objective of this study was investigate and analyze the view that these teachers have on the continuous formation mediated by a Virtual Learning Environment, as well as to discuss the potentialities and weaknesses of a continuous training in the distance modality. Regarding methodological procedures, in addition to documentary analysis, a field research was carried out with thirteen teachers who attended the referred training program. The data collection instrument was a questionnaire structured in four axes: General Profile, General Training, Continuing Education and Specific Training through the Special Pedagogical Train-ing Program. For purposes of data analysis, the discursive textual analysis was use. The results show that approximately 60% of the participants have, on average, 3 to 4 years of teaching experience in the institution and about 2/3 have other work in parallel to the role of teacher. Most stated that they had little or no contact with pedagogical knowledge in the initial for-mation. For 85%, the time factor is the main obstacle to attending a continuous training and more than half claimed the need to take courses according to the training in the technical area. Regarding the teachers' view of the SPTP in the Distance Learning (DL), the most highlighted potential was the possibility of using in their classes the methodological strategies addressed during the course, and the main advantages were flexibility and time management. On the other hand, the disadvantages were the lack of support on the part of the tutor, the evaluation and the impersonal character of a course in the DL modality. In addition, there were reports on the relevance of the knowledge of professional training for application in teaching practice. We expect that this study will contribute to the improvement of Continuing Education Pro-grams for the PTE and the promotion of new research on the subject.