A docência em cursos técnicos de nível médio ofertados pelo Centro de Educação, Trabalho e Tecnologia (CETT-UFG) na modalidade EaD

Abstract

This research aims to reflect on teaching practices in technical courses at the secondary level offered by the Center for Education, Labor, and Technology (CETT) at the Federal University of Goiás (UFG), in the distance learning modality. It is a qualitative investigation in the field of education, with an exploratory emphasis. To achieve this purpose, a bibliographic research approach was chosen, examining contributions from authors specialized in the subject matter. Additionally, a documentary analysis was conducted, focusing on the Institutional Development Plan (PDI) of the Center for Education, Labor, and Technology at the Federal University of Goiás (UFG) (2022), Law 9394/96, Ordinance No. 2,253, of October 18, 2001, Law No. 12,056, of October 13, 2009, which guide the educational processes in the scope of Distance Education. Data collection was carried out through a structured questionnaire aimed at research participants, and the analysis was conducted based on the qualitative approach. The main objective was to identify the main difficulties faced by teachers and their formative demands. The results indicate that graduates and technologists become technical teachers, and despite their specific knowledge of the area, they are not licensed for teaching. It was found that teachers need to expand their knowledge regarding the principles of professional and technological education, as well as pedagogical and didactic issues specific to work in virtual teaching environments. From this perspective, an Educational Product was developed in the form of a continuing education course focusing on reflection on the conceptual foundations of Professional and Technological Education that could contribute to the advancement of educational methodologies enabling students to access knowledge in a way that integrates culture, science, and technology, and allows them a broader and critical understanding of the world of work and the dynamics of exploitation present in this context. Promoting an understanding of the integration between pedagogical methodologies and technological tools employed in Virtual Learning Environments (Moodle) for non-licensed teachers.