TEACHER TRAINING TO A PROFESSIONAL EDUCATION: ABOUT POLICIES AND PERSPECTIVES

This paper shows, in a synthetic way, the results of a research which dealt with the teacher training to work on the technical education modality and aims to analyze the policies of the teachers' undergraduation and its implementation in two institutions which offers this modality in Vale do Acu (state of Rio Grande do Norte/Brazil). The theoretical rationale is based mainly on Machado (2008, 2013), Kuenzer (2011), Moura (2013, 2014), among others, and also on the legal documents and educational laws which deals specifically with the issues of technical education, namely the National Law of Education (9.394/1996), and its provisions. Our rationale involves the social critical perspective, due we understand that our object of study is in a contradictory reality, and thus dialectic, whose comprehension demands the analysis of the economic, political, social and cultural context. To reach our goals, we did a bibliographical review, documental analysis and research in locus through a questionnaire. The study reveals the lack of a consistent national State policy which considers the specific demands of teachers who work on the technical education modality, with only temporary and fragmentary actions being implemented in an attempt to solve long-term demands. In this way, considering the reality analyzed, the professionals whose graduation is different from that of teaching, they conduct the classes on technical education without having attended a specific undergraduation process in the area of teaching.