A CONSTRUÇÃO HISTÓRICA DA DOCÊNCIA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA (EPT): EVOLUÇÃO DAS POLÍTICAS PÚBLICAS, FORMAÇÃO DOCENTE E LEGISLAÇÃO EDUCACIONAL

Abstract

This article analyzes the historical construction of teaching in Vocational and Technological Education (VTE) in Brazil, highlighting how public policies, legislation, and economic demands have shaped this modality. To this end, it traces the trajectory of VTE from the Schools of Apprentice Artisans to the Federal Institutes, emphasizing legal milestones that structured its identity. Thus, it discusses the tension between the demands of capital and the perspective of integral human formation, articulating authors such as Martins, Gramsci, and Carvalho. Furthermore, it presents innovative formative practices and emphasizes the integrating role of the triad of teaching, research, and extension in teacher training, and points to historical challenges such as social inequality, professional devaluation, and gaps in initial and continuing education. It concludes that strengthening teaching in VTE requires consistent policies, institutional valorization, and pedagogical practices that promote autonomy, critical thinking, and social transformation.