Educação Profissional no contexto da reforma educacional dos anos 90

Resumen

In this work, we investigate vocational training reform in Brazil and its pedagogical framework, competence pedagogy, in order to check whether or not it is implemented in school practice according to what is defended in official documents. We used qualitative research in the form of case studies. Data was collected through interviews with permanent teachers at agrotechnical schools and Cefets (Federal Centers for Technological Education). Results led us to highlight some points, such as: pedagogical practice and its relation to teacher education; teachers’ resistance to changes; and lack of articulation between theory and practice, and school space and time. These points led us to conclude that competence pedagogy is not being implemented in daily school life in accordance with the educational reform’s theoretical references.