TRAINING TEACHERS FOR PROFESSIONAL EDUCATION: a case study on license courses at ifap / Macapá campus
The study aims to analyze the training of undergraduate students at Instituto Federal do Amapá - Macapá campus (IFAP), seeking to verify if it contributes to the exercise of teaching in Professional Education (EP). The investigation took as reference the Degree in Informatics and Degree in Chemistry...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Momento (Rio Grande. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.furg.br:article/14591 |
| Acesso em linha: | https://periodicos.furg.br/momento/article/view/14591 |
| Access Level: | acceso abierto |
| Palavra-chave: | Institutos Federais. Formação de professores. Educação Profissional Federal Institutes. Teacher training. Professional education institutos federales. formación de profesores. educación profesional instituts fédéraux. formation des enseignants. éducation professionnelle Instituts fédéraux. Formation des enseignants. Éducation professionnelle |
| Resumo: | The study aims to analyze the training of undergraduate students at Instituto Federal do Amapá - Macapá campus (IFAP), seeking to verify if it contributes to the exercise of teaching in Professional Education (EP). The investigation took as reference the Degree in Informatics and Degree in Chemistry offered by the institution, as well as the official guiding documents. A qualitative approach was used in the methodology, based on a case study. The results revealed that the Degrees offered by IFAP are aimed at teaching in Basic Education and do not privilege teacher training for Professional Education, a situation that contributes to a distance between the historical educational purposes of the locus where they are offered and the preparation for the teaching in Technical Vocational Education, preventing this relationship from being perceived and experienced in a dialogic way in the training itinerary of IFAP undergraduate students. |
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