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Abstract(s)
Com a transformação das Escolas Técnicas Federais em Centros Federais de Educação Tecnológica, estas instituições passaram a ministrar cursos desde o ensino técnico ao doutorado (Otranto, 2011), o que implicou a verticalização do ensino. A verticalização, que resulta das novas conceções da educação tecnológica no Brasil, e que vai além dos limites dos níveis de formação (Pacheco, 2011), pode exercer grande influência nos métodos e técnicas de ensino e na construção e desenvolvimento dos currículos, que implicam um perfil lógico e coerente das matérias (Silva, 2015). Com esta organização curricular, o trabalho docente assume uma maior complexidade, uma vez que os docentes atuam simultaneamente na educação básica e no ensino superior, e têm que realizar atividades de pesquisa, extensão e gestão, o que parece exigir dos docentes um esforço suplementar para responderem às várias solicitações. Conhecer o impacto da verticalização do ensino no desempenho das atividades dos docentes, é, pois, o objetivo do presente estudo. Para o efeito recorreu-se a uma metodologia de natureza quantitativa, tendo a recolha de dados sido feita através da aplicação de um questionário de respostas fechadas aos 53 professores envolvidos na verticalização do ensino. Os dados obtidos mostraram-nos que o maior desafio que a verticalização traz aos docentes é a necessidade que têm de adequar a linguagem e os conteúdos aos diferentes níveis de ensino e faixas etárias, e que esta dificuldade poderá ser minimizada com a realização de cursos de formação continuada e/ou aperfeiçoamento em didática, voltados para as necessidades específicas destes docentes.
With the transformation of the Federal Technical Schools into Federal Centers of Technological Education, these institutions started to teach courses from technical education to doctorate (Otranto, 2011), which implied the verticalization of teaching. Verticalization, which results from the new conceptions of technological education in Brazil, and which goes beyond the limits of training levels (Pacheco, 2011), can exert a great influence on teaching methods and techniques and on the construction and development of curricula, implying a logical and coherent profile of the issues (Silva, 2015). With this curricular organization, the teaching work is more complex, since teachers work simultaneously in basic education and higher education, and have to carry out research, extension and management activities, which seems to require teachers to make an extra effort to respond to various requests. To know the impact of the verticalization of teaching in the performance of the teachers' activities, is, therefore, the objective of the present study. For this purpose a quantitative methodology was used, and the data collection was done through the application of a questionnaire of closed answers to the 53 teachers involved in the verticalization of teaching. The data obtained showed that the greatest challenge that verticalization brings to the teachers is the need to adapt the language and content to different levels of education and age groups, and that this difficulty can be minimized through the continuous training and / or improvement in didactics, focused on the specific needs of these teachers.
With the transformation of the Federal Technical Schools into Federal Centers of Technological Education, these institutions started to teach courses from technical education to doctorate (Otranto, 2011), which implied the verticalization of teaching. Verticalization, which results from the new conceptions of technological education in Brazil, and which goes beyond the limits of training levels (Pacheco, 2011), can exert a great influence on teaching methods and techniques and on the construction and development of curricula, implying a logical and coherent profile of the issues (Silva, 2015). With this curricular organization, the teaching work is more complex, since teachers work simultaneously in basic education and higher education, and have to carry out research, extension and management activities, which seems to require teachers to make an extra effort to respond to various requests. To know the impact of the verticalization of teaching in the performance of the teachers' activities, is, therefore, the objective of the present study. For this purpose a quantitative methodology was used, and the data collection was done through the application of a questionnaire of closed answers to the 53 teachers involved in the verticalization of teaching. The data obtained showed that the greatest challenge that verticalization brings to the teachers is the need to adapt the language and content to different levels of education and age groups, and that this difficulty can be minimized through the continuous training and / or improvement in didactics, focused on the specific needs of these teachers.
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Keywords
Trabalho docente Verticalização Instituto Federal Formação docente Teaching Verticalization Federal Institute Teacher training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação