Produção do conhecimento sobre formação inicial e continuada de professores para o ensino médio integrado

Abstract

This dissertation has the general objective of analysing 9 academic dissertations at Master‟s degree in the field of education, whose purpose is the initial and continuing teacher education for integrated high school, the epistemological, ontological and gnosiological assumptions checking if, effectively, they contribute to understand the initial and continuing teacher education for this level and type of education, and from these results, which suggestions these dissertations point to overcome the initial and continuing teacher education for the integrated high school according to the direction of education policy for professional education who hold this view of education. The text is divided into three chapters. In the first, it is presented the development of selecting the nine dissertations that constitute the object of this research. Further, it discusses the historical and conceptual aspects of the relation between work and education, the educational policies for the integrated high school and the theoretical aspects of educational research. And, finally, in the third chapter, it is proceeded the analysis of the dissertations raising their technical, methodological, theoretical, epistemological, ontological and gnosiological aspects. The results of this research show that the work as an educational principle and interdisciplinarity are the main guidelines that should guide policies for teacher education to achieve omnilateral education.