Resistance to pedagogical training in the speeches of professional and technological education teachers: a case study at ifes

Abstract

This work presents the results of a research related to teacher training for Professional and Technological Education (EPT, in Portuguese), within the scope of the Federal Network of Education, Science and Technology. This is a case study that investigates the level of interest or resistance to pedagogical training on the part of teachers in the technical area of ​​the Campus – Cachoeiro de Itapemirim, of the Federal Institute of Espírito Santo (IFES). The contextualization takes place through the selection of six works published since 2009: Costa (2009); Carvalho and Souza (2014); Dantas (2014); Rodrigues and Freitas (2016); Guedes and Sanchez (2017) and Souza and Souza (2018). We interviewed 9 (nine) teachers from the aforementioned campus, where we sought to investigate, in the field of teacher training, the importance of pedagogical training for teaching; we analyzed the reasons that led teachers in the technical area to undergo pedagogical training and listed some of the possible reasons for resistance to pedagogical training among teachers in the technical area, subjects of this research. We used French Discourse Analysis as a theoretical-methodological basis, according to Fernandes (2008), Guerra (2009), Orlandi (2009) and Marques (2011). The interviews pointed out that pedagogical knowledge is not something desired by these teachers and that legislation has become the determining factor for the pedagogical training of most subjects, that is, it is only carried out if it is a legal obligation.