The construction of teaching knowledge for Technical Professional Education is a constant
concern in teaching and in the continuing education of this type of teaching. The importance
of discussing the knowledge of teaching has become a recurring subject in the scope of the
research, since the teacher interacts directly with his students, requiring these professionals an
innovative action on the knowledge and their classroom practices. Considering this, our
general objective was to highlight the teaching knowledge for the training of teachers of the
Educação Profissional Técnica de Nível Médio (EPTNM -Technical High School Education).
The locus of the research was the Instituto Federal de Educação, Ciência e Tecnologia do
Amazonas - IFAM, Campus of Presidente Figueiredo - CPRF, located in the municipality of
Presidente Figueiredo / AM. For the development of the research the qualitative and
descriptive approaches were used, the instruments for data collection were the documentary
research and the application of a questionnaire, in the form of an interview, with the study
participants. Documentary research allowed us to know the institution focus, the courses
offered to the community, number of enrollments and faculty. The application of the
questionnaire was presential and individual. The participants of the research were 10 (ten)
teachers in the technical area, whose initial training did not contemplate subjects related to
pedagogy. The strategy for the analysis of the questionnaires was the content analysis by the
frequency of the answers given by the participants. When analyzing the different discourses of
the teachers studied, an important aspect was the relationship between the type of teaching in
which it works and the construction of the teaching conceptions of these teachers. This leads
to impacts on the knowledge demanded and applied in their classroom practice. It was also
evidenced that most of the teachers refer to the pedagogical knowledge as a necessary
knowledge to subsidize the continuous formation for EPTNM when they explain their
difficulties by factors linked to the know-how, a very frequent observation in the reports of all
the interviewees. The valorization of the knowledge derived from the pedagogical field and
the domain of these knowledges are for the majority of teachers sufficient factors to ensure
success in teaching. The course of this research helped us in the materialization of a Product,
in the form of a guide, with pedagogical guidelines to support both those professionals who
work in the EPTNM and the pedagogical sector.
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