BASES CONCEITUAIS DA EPT: FUNDAMENTOS TEÓRICOS E METODOLÓGICOS PARA A FORMAÇÃO DOCENTE NO IFAC, CAMPUS RIO BRANCO

Abstract

Teacher education in the Conceptual Foundations of Professional and Technological Education (EPT) constitutes a necessary condition for the construction of integrated curricula and pedagogical practices consistent with the educational project of the Federal Institutes. In this context, this dissertation sought to understand the theoretical and methodological assumptions necessary for proposing initial and continuing education in the Conceptual Foundations of EPT for teachers at the Federal Institute of Acre (Ifac), taking the Rio Branco campus as a reference. Grounded in Historical-Dialectical Materialism, the study was characterized as applied research with a qualitative approach, developed through bibliographic and documentary analysis. The research was linked to the research line Organization and Memories of Pedagogical Spaces in EPT and to Macroproject 5 - Organization of the Integrated Curriculum in EPT. The results revealed the absence of a systematized institutional policy for teacher education focused on the Conceptual Foundations of EPT, which impacts the understanding of the integrated curriculum and pedagogical practice in the investigated context. As a result of the investigation, an educational product in podcast format was developed, conceived as a pedagogical mediation for teacher education, contributing to the critical dissemination of the foundations of EPT and to the strengthening of the educational project of the Federal Institutes.