Professor da educação básica, técnica e tecnológica (EBTTs) no processo de ensino-aprendizagem no Instituto Federal Campus – Palmas/Pr

• Ano de defesa: 2017
• Autor(a) principal: Costa, Melânia Dalla
• Orientador(a): Bastos, Carmen Celia Barradas Correia
• Banca de defesa: Silva, Luzia Batista de Oliveira , Schroeder , Tania Maria Rechia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Formação de professor; Ensino-aprendizagem; Ensino profissional e tecnológico; Ensino básico
• Palavras-chave em Inglês: Teacher training; Teaching-learning; .Professional and technological teaching; Basic education
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/3379

The Technical and Technological Education has been configured as a modality of education marked by the interest in attending the labor market. The Federal Institutes of Technical and Technological Education have emphasized in educational scene as a place of professional training at both the secondary and higher levels. However, it is worth mentioning that the teacher who works in such institutions (EBTT) must be qualified to act at different levels of teaching. In this way, a case study was carried out at the Federal Institute of Paraná - Campus Palmas, when was analyzed 13 (twelve) daily classes of teachers of the institution, to evaluate their professional qualification as classroom pedagogical practices, As well as in the approval disapproval rates of the classes. It was noted that half of the teachers had four (4) or more subjects, and this fact did not prove to be well related to the use of the teachers. Likewise, 50% of teachers had higher failure rates than 25%, with school dropout being the main cause of such a situation. In this context, it is evident that a quality teaching activity involves different processes that go beyond the pedagogical training of teachers, such as professional valorization, vocation for a profession and school infrastructure. In this way, it is necessary that the pedagogical formation takes place according to a reality of the classrooms and there is a strengthening of the formative and educational policies as a whole.