BACHELOR TEACHERS IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: SYSTEMATIC MAPPING OF BRAZILIAN SCIENTIFIC PRODUCTION (2011–2024)

Abstract

This article sought to map and critically analyze Brazilian scientific production on bachelor teachers in Professional and Technological Education (PTE) from 2011 to 2024. It is a bibliographic study with a qualitative approach and bibliometric elements, conducted using national and international databases (CAPES Periodicals Portal, SciELO, Google Scholar, Scopus, and Web of Science). The final corpus consisted of 40 eligible articles, analyzed through content analysis. The categorical analysis revealed five thematic axes: pedagogical training, teaching knowledge and professional identity, difficulties in pedagogical practice, educational policies, and scientific production. The results highlight weaknesses in pedagogical training and the predominance of technical-disciplinary knowledge, the absence of systematic institutional policies for continuing teacher education, and the predominance of qualitative case studies. It is concluded that scientific production, although increasing after 2014, remains fragmented and lacks comparative, longitudinal, and impact evaluation studies on training programs, pointing to a research agenda capable of articulating theory, policy, and practice in teacher education for PTE.