O papel do docente frente às perspectivas do discente da Educação Profissional e Tecnológica acerca do mundo do trabalho

Abstract

This study analyzes the role of the educator in Professional and Technological Education (PTE) in relation to students' expectations regarding the world of work. It begins by contextualizing the history of PTE in Brazil, identifying its current relevance and general objective: to evaluate how teacher training can mediate students' expectations regarding the productive sector. Specific objectives include identifying the demands of PTE students, examining the training and working conditions of teachers in the field, and discussing relevant recent public policies. The study is justified by the social importance of PTE for inclusion and regional development, as well as by the lack of literature linking theory and teaching practice in this field. The hypothesis adopted is that qualified teaching enhances students' realistic employability prospects. The literature review addresses Dermeval Saviani’s pedagogical concepts regarding educational work, current statistical data on PTE (enrollment, employability, teacher training), and reflections on challenges and pedagogical mediation. The main body of the work balances theory and practice, also discussing student expectations and the impact of public policies such as the National Policy for Professional and Technological Education (PNEPT). The conclusion confirms the need to strengthen continuing education for PTE teachers, promote active learning methodologies linked to professional practice, and coordinate policies that value technical education integrated with high school education. Recommendations include, among other actions, expanding internship programs and corporate partnerships, investing in the expansion of federal institutions into the interior (such as the new Federal Institutes), and implementing pedagogical guidelines that align the school curriculum with regional employment demands.