CONTINUING EDUCATION AND PROFESSIONAL PRAXIS IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: REFLECTIONS ON THE ROLE OF ADMINISTRATIVE ASSISTANT

Abstract

This article analyzes the work and minimum qualifications required for Administrative Assistant positions in the context of Professional and Technological Education (PTE), focusing on Federal Institutes. Grounded in historical-dialectical materialism and developed through bibliographic research, the study is based on the understanding that the work of these professionals must be considered in its historical, social, and institutional totality. The discussion is organized into three axes: the conceptual foundations of PTE; the work and education of Administrative Assistants within the scope of the Career Plan for Administrative Technicians in Education; and continuing education as a means of strengthening professional praxis. The results show that the performance of these professionals goes beyond bureaucratic functions, assuming an educational, mediating, and strategic role in institutional functioning. It is concluded that continuing education, when articulated with the real demands of the work and theoretically grounded in a critical perspective, can enable the realization of professional praxis, contributing to professional development, strengthening professional identity, and consolidating the educational project of PTE.