QUALIFICATION AND KNOWLEDGE RECOGNITION OF TEACHERS OF VOCATIONAL EDUCATION: POLICIES AND PRACTICE

Abstract

This article aims to present and analyze the policies of knowledge recognition of teachers of vocational education, in the context of teacher qualification policies, making a counterpoint to the teaching practice analyzed from the ergo logical approach of work. To this end, we carry out an analysis of the policies that deal with the training and the career of teachers of federal vocational education, as well as the policies that allow the recognition of knowledge of those teachers. Afterward, based on ergo logy, we deepen the understanding of work as a place of (re)creation of knowledge by workers and about the various dimensions present and necessary to the work activity. Based on this reference, we seek to understand aspects related to the teachers’ work activity, through the analysis of data obtained during observation and interview with a vocational education teacher. The proposed approach made possible to understand the limits of the policies of qualification and recognition of knowledge when we deal with the knowledge built in the teaching experience.