A constituição da docência na ambiência complexa dos Institutos Federais – construindo redes de [trans] formação

Abstract

The present study was carried out in the line of research ―Formation, knowledge, and professional development‖ of the Doctoral Program in Education of the Graduate Program in Education of the Federal University of Santa Maria (UFSM). It presents an investigation on teaching in Federal Institutes of Education, Science and Technology, which are characterized as contexts of complex environments. By experiencing the daily life in one of these institutions, the implications and challenges in teacher training due to public demands, work, and the necessary training of the institutes were observed. In this context, the present study focused on the inference of the needs and particularities that make up teaching with the aim of contributing to the proposal of a network of teacher [trans]formation that assists these professionals in their educational practice in their contexts of action. Thus, the main objective of this study was to understand how professionals become teachers in the complex educational environment of Federal Institutes of Education in order to contribute to a network of teacher [trans]formation. The specific objectives were: i) to describe how the complexity of the environment is configured in a Federal Institute of Education; ii) to recognize the elements that contribute to teaching while considering the context and diversified demands of work; iii) to analyze the relations between teaching and the environment in a Federal Institute in view of teacher [trans]formation; and iv) to infer the demands of teaching in the complex Federal Institute context that contribute to the design of a network of teacher [trans]formation. In the review of the literature and state of the art, the following concepts were expanded: complex environment, teaching profession, individual and collective processes of teaching [trans]formation, and networks of teacher [trans]formation. In this qualitative case study, information was collected through exploratory questionnaires, documentary analysis, and narrative interviews with the teachers of the Federal Institute Farroupilha – RS. Notably, the narrative interviews were guided by Paul Ricoeur's Hermeneutic-phenomenology, while a discursive textual analysis was used to interpret the content of the interviews. Furthermore, the work draws attention to the demands of teaching experienced by teachers of a Federal Institute as a universe of knowledge-object to be considered and validated by the proposed formation. Thus, there was a need to establish a link between the environment and teaching in the structuring of teacher [trans]formation network while considering aspects related to institutional and teaching identity, as well as the directions these institutions have been taking in the Professional Education scenario.