The main goal of the present work is to analyze how the teaching knowledge, linked to
the pedagogical practice of the High School Vocational School (HSVS), contributes to
the students' integral human formation from the integrated agriculture high School
vocational course of the Federal Institute of Amazonas (IFAM). The specific objectives
are: to identify the pedagogical knowledge used in the classroom at the vocational
school; to enumerate the main difficulties found in the classroom for the students'
integral human formation; to describe the possible pedagogical actions to be
developed to improve teaching practice; to develop a product that favors the continuing
education of teachers who work at HSVS and whose principle the integral human
formation. This research was motivated by the following question: how is the teaching
knowledge related to the students' integral human formation from the Integrated
Agriculture course at the IFAM Campus Zona Leste? To answer this question, some
questions were established: do the professionals working at the HSVS know the
educational objectives that guide integrated high school education? Is continuing
education a common practice among HSVS teachers? Do the institutional policies
allow teachers to develop innovative teaching practices? The research was qualitative
and the approach used was action research. The data collection instrument was the
questionnaire. Due to the Covid-19 pandemic, it was not possible to carry out the
survey in loco. The theoretical contribution that supports the study is based on the
ideas and conceptions of Tardif, Zabala, Libâneo, Pimenta, and other authors. The
research was carried out with twenty professors from the IFAM Campus Manaus Zona
Leste, with three or more years of experience. As a research result, a synthesis of
professional training knowledge, the experiential knowledge, and the teacher's
conception about the students' integral human training was carried out. Through the
research, it was possible to establish a relationship between the teachers' conceptions
and the way they develop their work in the classroom. When analyzing the teaching
knowledge, it was noticed the importance of classroom experience together with the
academic formation, since the teacher's perception about the student is fundamental
in the learning process. This aspect is even more important in an integral human
formation, in which the educational projects developed at the institution help in this
process. It was noticed, therefore, that the continuing education of educators is
necessary so that they can improve even more in this regard. As part of the research,
a portfolio was developed as an educational product, created from the main ideas
found during the research, and with the aim of supporting continuing education in
integral human education.
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