QUESTIONS THAT PERMEATE TEACHER FORMATION IN TECHNICAL PROFESSIONAL EDUCATION OF INTERMEDIATE LEVEL

Abstract

This article proposes a discussion about the pedagogical formation for teachers of technical professional education of intermediate level based on the strain between what is offered by teaching institutions, complying with legal guidelines, and the perspective of human formation, which has work as educative principle. Teaching has some peculiarities of its own, which have been little addressed in discussion forums. This article aims to discuss the offer of pedagogical formation for professional education, as well as some of the disputes that are present in the arena of planning educational policies and their developments in the working out of laws. We performed a literature review focusing on the conception of teaching from the need to overcome the paradigm of technical rationality. We also analyzed surveys on the profile of technical teaching professionals and described the context of the historical and legal trajectory of this formation, focusing on the ongoing debate in the political and educational field concerning the adjectivation of special courses, and the existing tensions around the offer of specialization as alternative formation. We conclude that the precariousness in the field of this teacher formation has been historically constructed. It is impregnated with a view built on technical rationality and has features of an education that is targeted to the market needs. Associated with this, in the political arena, there is a dispute concerning formation at the specialization level, which we put under suspicion.