EXPERIÊNCIA DOCENTE, FORMAÇÃO PEDAGÓGICA E LIMITES DO RECONHECIMENTO INSTITUCIONAL DE SABERES

Abstract

Professional and Technological Education (EPT) plays a strategic role in Brazilian human development and social advancement, as it integrates work, science, culture, and technology. In this context, the Basic, Technical and Technological Education (EBTT) teacher assumes a complex role that goes beyond traditional classroom teaching, also engaging in research, outreach, and curricular integration. Unlike other educational modalities, EPT requires integrative educational practices that connect technical and scientific knowledge with productive and social realities. Many teachers working in EPT come from bachelor’s and technological degree programs, bringing with them extensive professional and academic experience. This trajectory represents an important body of teaching knowledge, particularly when associated with participation in integrative projects, pedagogical weeks, structuring teaching groups, class councils, and research and outreach activities. Based on this scenario, this study addresses the following research problem: how does the knowledge built through professional and teaching experience contribute to the development of integrative educational practices in Vocational and Technological Education? The overall objective is to analyze how teaching and professional experience influences the construction of integrative educational practices in VTE, identifying its limitations and potential within the teaching and learning process. The relevance of this study lies in recognizing professional practice and experience as central formative elements in VTE teaching, valuing the teacher’s role in building technical education articulated with integral human development.