Abstract:
This study seeks to reflect on the contribution of the pedagogical formation for unlicensed professors who work in Professional and Technological Education (EPT), specifically in the Federal Institute of Education, Science and Technology of Ceará (IFCE). One sought to comprehend in which way pedagogical formation (complementary and continuing) becomes indispensable for the excellence of teaching processes and of learning foreseen through the profile of the graduates of the EPT programs. The process of changes through which the world is going through today, with the scientific and technological advances and knowledge rapidly becoming outdated, the professors need to be constantly reviewing and reformulating their knowledge and also their way of acting in the world. The students need new pedagogical modalities and proposals which propitiate individual and collective learning. This paper consists of a bibliographic and documental research based on the selection of books and articles of authors of the educational and teaching areas, such as Paulo Freire, Mário Sérgio Cortella, Hugo Assman, Maurice Tardif, Selma Garrido Pimenta, Léa das Graças Camargos Anastasiou, José Carlos Libâneo for the theoretical foundation. The first chapter discourses on the professor formation and profile of the EPT and specifically at the IFCE. The conceptions of teaching and education established in the Institutional Pedagogical Political Project (PPI) and the legal terms which regulate the professor activity at the IFCE were analyzed. In the second chapter a reflection was carried out about the policies for teaching in the area of the IFCE through the analysis of the calls for selection processes for hiring professors, of the continuing education policies carried out making a parallel with the report of the institutional evaluation presented by the Independent Evaluation Commission (CPA). The third chapter focuses on the analysis of the practice of pedagogical formation at the IFCE, revealing the implemented actions. A historical recovery of the improvement/specialization programs in teaching which were implanted by the institution establishing a relation with student permanence and success was carried out. It was concluded that the strengthening and institutionalization of the teaching formation policies are future demands and actions to be implemented needing to be registered in the Institutional Development Plan of 2019-2023.
