Políticas públicas na educação profissional: contribuições do professor reflexivo

Abstract

The present research was developed in the Post-Graduation Program in Education at Universidade do Oeste Paulista (Unoeste), in the research line: Public Policies in Education, formative processes and diversity. Based on the concern with teacher didactics, with a focus on the reflective teacher, the research sought to analyze whether the technical education teacher reflects on his practice, considering the students' lack of interest in their classes, aiming to corroborate with the educational public policies in the context of the Decentralized Classes in an educational center for high school and technical education in the West of São Paulo. The central theme is the reflective teacher in technical education and its contributions to reducing dropouts and helping with public policies. Considering the research approach adopted for this study, the following aspects were considered: analysis of legal documents, bibliographic analysis and semi-structured interviews for data collection, adopting a qualitative methodology of descriptive nature and the theoretical approach of dialectical materialism. Four professors, two course coordinators and two pedagogical coordinators from two decentralized classes were interviewed. After transcribing the interviews, their analysis was based on the Textual Discourse Analysis (TDA) method. The results of the research make it possible to understand that the research participants reflect on their own practices taking into account the context in which they are inserted. Nevertheless, it is concluded that the performance of the reflective teacher is able to awaken the student's interest, but not to the point of significantly reducing dropout.