THE CIVILIZATIONAL EQUATION AND TEACHER TRAINING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

Abstract

This article analyzes the formative potential of the academic interview in the context of Professional and Technological Education (PTE), based on research conducted with faculty advisors of Final Course Projects (FCP). The qualitative research used interviews as a data collection instrument and Discursive Textual Analysis as a methodological reference. The objective was to understand how participation in interviews can contribute to the continued education of educators, especially in problematizing the human, ethical, social, and technological dimensions involved in teaching practice. The results show that the interview, when conceived as a dialogical and reflective space, favors epistemological shifts and expands the critical understanding of teachers about their performance, promoting connections between technical knowledge and integral formation. Participants reported that the interview led them to reconsider their pedagogical practices and to include, in the FCPs, issues related to the social and ethical impact of science and technology. It is concluded that, in addition to being an investigative tool, the interview can constitute itself as a powerful formative practice, articulating theory and experience, listening and action, contributing to the consolidation of a PTE committed to social justice, human emancipation, and well-being.