Abstract

SOUZA, Francisco das Chagas Silva. Academic trajectories of engineers who teach in technological and vocational education. R. Bras. Est. Pedag. [online]. 2017, vol.98, n.248, pp.62-76. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.98i248.2883.

This study analyzes the academic trajectories of engineers who have become teachers in vocational and technological institutions. Considering that the undergraduate course is an essential element for the professional development of teachers, but not the only one, this research aims to analyze the training trajectories and the practices of these engineers as teachers. This is a qualitative research based on the teachers’ autobiographical accounts, collected by means of open interviews. The narratives of the teachers engineers indicate that the option for engineering occurred due to personal and social factors, and the entrance into the teaching career was an unplanned event. It is also evident the existence of a continuous self-assessment of their practice and the effort to overcome difficulties in their daily activities.

Keywords : teacher training; teaching knowledge; engineering; technological education..

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