PEDAGOGICAL TRAINING AND TEACHING WORK IN VOCATIONAL AND TECHNOLOGICAL EDUCATION: A CRITICAL ANALYSIS OF NORMATIVE OMISSIONS AND STRUCTURAL CONTRADICTIONS

Abstract

The institutional expansion of Brazilian Professional and Technological Education (PTE), intensified after the creation of Federal Institutes by Law 11,892/2008, significantly increased demands on teaching work, imposing vertical performance across multiple levels and teaching modalities. The significant presence of bachelor teachers  professionals without systematic initial pedagogical training  reveals tensions between institutional demands and effective conditions for teaching preparation. This article critically analyzes institutional policies that regulate teaching work in PTE, emphasizing normative omissions related to pedagogical training of bachelor teachers. This is qualitative documentary research, whose corpus comprises Law 11,892/2008, guidelines from the Secretariat of Professional and Technological Education (SETEC/MEC), Resolution CNE/CP 02/2015, Decree 5,154/2004, and institutional plans of the Federal Network. Content analysis, according to Bardin (2011), was structured in three stages: pre-analysis, material exploration, and treatment of results. Findings reveal structural contradictions: while legal frameworks advocate curricular integration and polyvalent teaching, institutional documents present normative silences regarding initial and continuing pedagogical training of bachelor teachers, fragmentation of teacher training policies, and mismatch between regulatory requirements and institutional support mechanisms. In light of Saviani’s (2008) historical-critical pedagogy and Frigotto’s (2012) analysis of contradictions between education and work, it is concluded that the absence of structured pedagogical training policies compromises the realization of PTE’s integrative educational project, perpetuating didactic-pedagogical difficulties and weakening the construction of teaching identity. The study contributes to the field by highlighting the institutional and political dimensions of difficulties faced by bachelor teachers, shifting focus from individual accountability to critical analysis of regulatory structures.