Programa especial de formação pedagógica do Centro Paula Souza/SP: uma análise crítica

Abstract

The research aimed to critically analyze the Special Program for Pedagogical Training (PEFP) for Professional Education Teachers offered by the Paula Souza Center (CPS/SP), particularly from 1997, with the aim of identifying and understanding the structural aspects of training pedagogical course offered to secondary level technical education teachers at CPS/SP. We sought to problematize the strategies for critical and emancipatory training, articulated in the theory and practice unit, and training aimed at the demands of the labor market, given the context of influences and the production of normative and legal documents of the Program. A qualitative documentary approach was adopted for the interpretation of data and content analysis, with the study of six documents characterized as normative and guiding the PEFP/CPS and the literature relevant to the subject addressed in this work, complemented with a semi-structured interview with a professional with experience in advising and training teachers (in general and for professional education). The research results demonstrate that the CPS PEFP reiterates the historical characteristic of emergency teacher training, compatible with a technical and instrumental model. However, we perceive the institution's efforts to provide actions for teacher training, and in this research, it is up to us to critically explain the foundations and intentions of the aforementioned Program.