Pedagogas e pedagogos na Educação Profissional e Tecnológica: para quê? Guia teórico-reflexivo construído a partir das representações sociais de pedagogas e pedagogos do IFMG

Abstract

The product developed consists of a theoretical-reflective guide titled “Pedagogues in Vocational and Technological Education (VTE): What Is Their Purpose? A Theoretical-Reflective Guide Based on the Social Representations of Pedagogues at IFMG.” Intended primarily for pedagogues and other professionals who are part of educational teams within Vocational and Technological Education, the material aims to foster reflection and continuing professional development regarding pedagogical practice in this educational field. The design of the guide is directly linked to the results of this research. Document analysis revealed a broad scope of responsibilities, as well as various ways in which pedagogical work is organized and presented institutionally across IFMG campuses. The profiles of the participants showed diverse educational and professional backgrounds, while the interviews provided insight into the meanings that pedagogues themselves attribute to their own work. These meanings were analyzed through four categories: the mediation of educational relationships; the coordination of educational processes; institutional ambiguity and complexity; and the pursuit of professional recognition and legitimacy. These findings served as a foundation for defining the themes and pedagogical choices that guided the development of this educational product. The relevance of such a proposal for VTE stems from the specific characteristics of this educational field and the needs identified during the investigation. The participants' accounts demonstrated that the understanding of a pedagogue’s role is not shaped solely by their initial formal education or officially defined job responsibilities; rather, it is also constructed through professional experiences, interactions with students, faculty, families, administrators, and other staff members, as well as through the situations encountered in daily institutional life. In this context, it proved pertinent to develop material that could foster a connection between these experiences and the conceptual foundations of Vocational and Technological Education (VTE), creating opportunities for reflection on practices and on the contribution of pedagogical work to educational processes. This perspective guided the decision to create a theoretical-reflective guide, rather than a manual intended to prescribe procedures or establish a single model of practice. This choice is consistent with the diversity encountered during the research and with the very purpose of the product, which seeks to encourage dialogue, reflection on experience, and the collective construction of frames of reference for practice within VTE. In the guide, the voices of the participants are brought into dialogue with theoretical contributions, reflective questions, and supplementary materials, forming a pathway that can be engaged with either individually or within collective professional development settings.