The present research arose from a personal concern, arising from the long life with
bachelors who become teachers in professional education. We investigated the
processes in which unlicensed professionals became teachers and how teaching is
constituted by them, considering the knowledge constructed in this process. We start
from the following research problem: How do bachelor's professionals who work in
technical vocational education at high school - EPTNM constitute themselves as
teachers? As a general objective, we seek to investigate how and under what
circumstances professional bachelors who work in technical vocational education at
secondary level are constituted as teachers. The focus of the research was the Academic
Department of Infrastructure - DAINFRA of the Instituto Federal do Amazonas - IFAM
- Campus Manaus Centro - CMC, responsible for offering the High School Technical
Course in Buildings, among others. We start by contextualizing professional education
considering its origin, legal bases and theoretical foundations that guide teacher training
and teaching knowledge. The methodological path followed the prerogatives of
Connelly and Clandinin (1995), and the data analysis was based on comprehensiveinterpretative analysis (SOUZA, 2006). The research, of a qualitative nature, was based
on the narrative approach, having as participants six bachelor teachers, who wrote
training memorials, in addition to being interviewed following the assumptions of the
narrative interview (JOVCHELOVITCH; BAUER, 2014). We found that most
bachelors joined the teaching profession because of the job opportunities that were
presented to them, in addition to the possibility of sharing knowledge and training new
technicians, in addition to personal motivations, such as feeling vocational to teach.
They cited former teachers and experiences lived as students as models for their
performance as teachers and the importance of exchanging with peers and students. It is
also an important reference for teaching, the professional experiences arising from
working in the specific area. The bachelors also reported the difficulties experienced in
their teaching practice, which led us, together with other points reported by them, to the
construction of a Didactic Guide to assist bachelors who are part of teaching. With this
research, we hope to subsidize the self-training of bachelor teachers, thus contributing to
teacher training for professional education, which still faces many challenges.
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