Conceptions on Pedagogical Practices in Professional Education: a place of disputes and contradiction

um lugar de disputas e contradição

Abstract

The objective of this work is to identify the conceptions about pedagogical practices in Vocational Education, in order to understand their pedagogical, social, and political implications, considering Vocational Education as a contested epistemological field. To develop the research, a bibliographic review was conducted with a qualitative approach and an exploratory character. The theoretical bases that support the discussion are grounded in authors such as Lobato (2011), Veiga (1992), Candau (1999), Araujo (2010), Freire (1983), and Henrique and Nascimento (2015). The data collection with the necessary information for this work was carried out in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), from which works that address the topic and include the descriptor "Pedagogical Practices in Vocational Education" were selected. The inclusion criterion covers works that discuss concepts of pedagogical practices in Vocational Education, while the exclusion criterion encompasses studies that deviate from this topic. The results demonstrate that pedagogical practices in Vocational Education are tools used by teachers to, through intentional activities, promote the integral human development of students, enabling the development of critical and reflective capacities despite the dualism that characterizes the disputes between conservative and emancipatory practices. As an expression of teaching work, pedagogical practices materialize in action, while simultaneously becoming incorporated into the teacher's identity