Understanding that Knowledge Teachers are important in the profession and are over the
training process, we developed an investigative journey whose main objective was to
understand in what ways the actions developed in undergraduate courses allow the construction
of Knowledge Teachers for Vocational Education Level Technical medium (EPTNM). The
locus of the research was the Federal Institute of Education, Science and Technology Amazon
- Manaus Campus Center, and had as subjects the students of Degree courses in Biology,
Chemistry, Physics and Mathematics of the institution. In view of the active participation of
individuals, elected as a theoretical and methodological support action research, a process made
possible the development of the discipline "Professional Education High School Technical", to
degree courses. For us to reach this product initially seek to know the knowledge that proved
necessary for teacher education to EPTNM along the historical trajectory of this education, with
the epistemological positioning the design of Knowledge Teachers proposed by Tardif (2014),
the same time contextualize this discussion establishing dialogues with Manfredi (2002),
Kuenzer (2007), among others. Later in the meeting with the students, proceeded to listen to
the experiences of the students of degrees in the EPTNM classrooms, and this took place in two
main phases: 1) at the stage of diagnosis, with activities developed in Stage Seminar discipline
and the meetings of the Fellowship Program Introduction to Teaching; 2) the development and
implementation of a Short Course. The survey data, interpreted based on the Text Analysis and
Discourse evidenced Knowledge Teachers for EPTNM: knowledge about this type of education
and its characteristics; understanding of the integral formation of EPTNM of students in the
social context in which they live; the construction of disciplinary joints within the curriculum,
based on the work, science and technology. Resulting from the analysis of this knowledge, we
understand that training activities should contemplate the epistemological, ontological and
methodological aspects. The survey also shows as a result, the urgent need for discussions on
the training processes for EPTNM the Federal Institutes such as identity element of their degree
courses.
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