<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602023000100111</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.73172</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafio da docência na Educação Profissional e Tecnológica nos Institutos Federais de Educação, Ciência e Tecnologia do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching challenges in Professional and Technological Education in The Federal Institutes of Education, Science and Technology of Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pasqualli]]></surname>
<given-names><![CDATA[Roberta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viella]]></surname>
<given-names><![CDATA[Maria dos Anjos Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Josimar de Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Sertão Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602023000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO São analisados desafios da docência da Educação Profissional e Tecnológica (EPT) nos Institutos Federais de Educação, Ciência e Tecnologia (IFs) a partir da percepção de professores licenciados e não licenciados. De forma indireta, indaga-se sobre o lugar da formação inicial na superação dos desafios inerentes (e impostos) à docência na EPT. Constituído numa abordagem qualitativa-narrativa, foi produzido por meio de pesquisa bibliográfica, análise documental e pesquisa de campo. A análise das narrativas seguiu os princípios da Análise Textual Discursiva. As narrativas foram estimuladas pelas seguintes questões: (a) Há diferenças entre atuar na EPT e em outras modalidades de ensino? Quais são essas diferenças? e, (b) Quais os principais desafios enfrentados na docência da EPT? Quais recursos são utilizados para enfrentá-los? Na interpretação dos dados foram constituídas duas categorias: (a) Desafio de construir o conhecimento pedagógico do conteúdo para a EPT e, (b) Desafio de constituir a identidade docente da EPT nos IFs. Os professores anunciam que suas formações para a docência são cotidianas e se dão mais pela experiência e parceria com os colegas do que se deram em cursos de formação inicial e continuada. Destacam que iniciaram a docência com poucos fundamentos teóricos-metodológicos e apontam a importância de processos regulares de formação continuada como recurso para minimizar os desafios da docência na EPT. Evidenciam, também, a falta de políticas institucionais que estimulem a formação para a docência na EPT.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Challenges of teaching Professional and Technological Education (EPT) at Federal Institutes of Education, Science and Technology (IFs) are analyzed from the perception of licensed and unlicensed teachers. Indirectly, we ask about the place of initial formation in overcoming the inherent (and imposed) challenges to teaching at EPT. Consisting of a qualitative-narrative approach, it was produced through bibliographic research, document analysis and field research. The analysis of the narratives followed the principles of Textual Discursive Analysis. The narratives were stimulated by the following questions: (a) Are there differences between working at EPT and other teaching modalities? What are these differences? and, (b) What are the main challenges faced in teaching EPT? What resources are used to address them? In the interpretation of the data, two categories were created: (a) Challenge to build the pedagogical knowledge of the content for EPT and, (b) Challenge to constitute the teaching identity of EPT in the IFs. Teachers announce that their formation for teaching is day-to-day and they are given more by experience and partnership with colleagues than they were given in initial and continuing training courses. They emphasize that they started teaching with little theoretical-methodological basis and point out the importance of regular continuing education processes as a resource to minimize the challenges of teaching in EPT. They also highlight the lack of institutional policies that encourage training for teaching at EPT.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação profissional e tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Professional and technological education]]></kwd>
<kwd lng="en"><![CDATA[Teacher formation]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[A formação de professores para a Educação Profissional e Tecnológica no quadro das pesquisas sobre formação de professores]]></source>
<year>2015</year>
<conf-name><![CDATA[ Encontro Internacional Trabalho e Formação de Trabalhadores, 2015, Fortaleza]]></conf-name>
<conf-loc> </conf-loc>
<publisher-loc><![CDATA[Fortaleza ]]></publisher-loc>
<publisher-name><![CDATA[UFC; IFCE]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
