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The vocation and the teacher identity has been an object of varied discussions with which they are invoked to develop as inheritance or as a resulte of a process into building. For ende, this papers proposes to examine the relation between autobiographical narrative, vocation and reconfiguration of the teacher identity, characterizing these existentially narrated phenomena. The methodology fenomenological interpretive favored this research, which was done on the base of an analytical re-reading to fragments extracted from a previous research, across the exercise of reintepretation of this data trying to show elements that were using as support to the present exposition. The product of this reintepretation admits that the vocation and the identity of the teacher are dimensions dynamically constructed and in permanent process of reconfiguration, favored by the narrative life experiences and provoked in his own practice. [ABSTRACT FROM AUTHOR]

This paper approaches continuing teacher training in Technological and Professional Education (EPT). In addition to presenting a brief record on teacher training in this teaching modality, it discusses continuing training and the importance of knowledge and experience of teachers. It also discourses upon ideas and training proposals in the EPT context as shown by Moura (2014), Machado (2008), Oliveira e Mororó (2018), and Tardif (2014). Its conclusion brings forward some challenges currently faced in EPT teacher training and asserts as indispensable that teacher training must consider the reality of teachers as a base. Besides, education theoretical knowledge and all the learning built during professional practice are also relevant. The nature of this work is documentary and bibliographical. [ABSTRACT FROM AUTHOR]

This paper aims at analysing the professional education and the teacher training and its atuation in IFTM - Campus Paracatu. The theoretical referential it was approached about teacher formation and professional education. The methodology was pointed out in teacher's interviews which were made through questionnaires. In total, it was interviewed 33 teachers. It was conclued that, in general the teacher has some professional experience. In addition, it was realized that the teachers need pedagogical formation and they consider which this formation is important for the work's performance. The results show which the pedagogical formation is also important for students' degree courses, because they consider their formation is not enough for functioning in their job. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the practice of teaching done by graduates with a background in engineering. The research took place at the course in Electrical Engineering from the Federal Institute Education, Science and Technology of Paraíba (IFPB), Campus João Pessoa. The guiding questions of the research were: why do engineers become teachers? How do these teachers with bachelor degree evaluate their first experience in this profession? Based on the autobiographical method, we invited six teachers engineers from the Course of Electrical Engineering IFPB/João Pessoa to report about their insertion into the teaching activity and reflect about their experiences in the classroom. The open interviews were audio-recorded, transcribed and subjected to content analysis. The reports of respondents showed that they have become teachers in an unplanned way, prevailing the contingent aspects. The respondents recognize the lack of a pedagogical training, but have not invested in this type of training in the post graduate school, in a systematic way. We highlight the importance of more studies related to the teaching activity carried out by graduates of bachelor courses, but also of policies and incentives for continuing education of these professionals. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the current conceptions about Brazilian teacher training, taking as its motto the educational reforms undertaken since the 1990s, which are believed to have been established by international organizations. Furthermore, the guidelines contained in documents published by the multilateral organizations, in particular those dedicated to Education, as well as the current educational legislation, were explored. The essay is theoretically based on authors such as Cury (1996), Evangelista (2014), Freitas (2011, 2013), Frigotto (2013), Leher (1998), Libâneo, Oliveira and Toschi (2012), Shiroma, Moraes and Evangelista (2004), Torres (2001), among others. As an investigation result, it can be intuited that the current educational policies focused on the formation of teachers in Brazil answers a lot the recommendations found in the international organizations' guide lines. It is understood that the many actions and norms of the Brazilian educational system, including the education professionals' training, notably from the Fernando Henrique Cardoso's government (1995-2002) and, to a certain extent, his presidential successors, Luiz Inácio Lula da Silva (2003-2010) and Dilma Rousseff (2011-2016), deal with a continuity in the alignment to the neoliberal project of a generic and abstract mold construction on the Education for the peripheral countries. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine how professional education can become a space of knowledge construction. Indicates the existence of two paradigms that guide education and argues that professional education must be guided by the paradigm of learning. It is argued that this type of education can be in space for the production of knowledge, with the principles of the relationship between teaching and research and theory and practice joint. We conclude that the current situation requires professionals with ability / skills that do not develop into destitute of research, the relationship between knowledge and social practice that generated environments. [ABSTRACT FROM AUTHOR]