TEACHER TRAINING FOR THE INTEGRATION OF PEDAGOGICAL INNOVATIONS IN VOCATIONAL AND TECHNOLOGICAL EDUCATION: AN ACADEMIC ESSAY

Abstract

This academic essay discusses teacher training within the context of Professional and Technological Education (EPT) in Brazil, analyzing historical challenges and the necessity of preparing educators to implement pedagogical innovations. The text highlights that EPT faces historical contradictions, such as the fragmentation between technical and preparatory education, and that many teachers enter the field without specific pedagogical training, originating from bachelor's or technological degrees. Work overload and the lack of infrastructure are identified as barriers to continuing education and the adoption of practices that overcome "banking education". Grounded in authors such as Demerval Saviani e Dante Moura, the essay proposes research as a pedagogical principle and the use of active methodologies, such as design thinking and project-based learning, to promote student agency. The study concludes that innovation in EPT requires not only individual teacher effort but also consistent institutional policies, infrastructure investment, and a culture of continuous training that links teaching, research, and extension.