Abstract:
The focus of analysis of this thesis is continuing education for the professor of the technical program in Electrotechnology. The relevance of this theme as relates to the quality of professional education in the formation of youth made possible critical reflections about professorship and its weaknesses in teaching, due to the distancing between basic education and continuing education. To do this we sought to extend a multi-referential look at the praxis, the formation of the professors, the work of the graduates and at the work world, through the analysis of results from secondary data from empirical research. In order to comprehend the educational needs, it was fundamental that the manner of acquiring new knowledge, the programs offered by the teaching institution and the requirements for selecting new professors be analyzed. This theme of continuing education is recurrent in the development of technological innovations, in the demands of professors of technical education and in the demands of the work world. It is important to highlight that the existing evolutions of technological basis, in isolation do not imply new cognitive arrangements in the technical programs, however, the complexity of the knowledge produced demands that the professor have a new way of thinking and doing education in the trajectory of his or her professional journey.
