Practical Classes in Professional and Technological Education: Teaching Reflections in the Context of the Technical Course in Mechanics

Abstract

This article aimed to reflect on the pedagogical practices associated with practical classes developed by teachers in the Mechanical Technician course at <hidden for evaluation>. Its development was motivated by the lack of research that deals with teaching practices in conducting practical classes in Professional and Technological Education so that it can serve and be considered or used by teachers in their activity. To this end, an exploratory study with teachers based on interviews and focus groups was developed in relation to the importance of the relationship between theory and practice and the identification of how they, in their realities, organize themselves. The results of the study made it possible to observe, for example, that the existence of difficulties in carrying out the curricular planning of practical classes is strongly associated with the lack of infrastructure, lack of knowledge of the guiding documents, as well as the absence of pedagogical training. Furthermore, the study made it possible to systematize activities for practical classes aimed at planning, teaching, and assessment, thus providing a suggestive path that can be adopted by different teachers in this or other fields of knowledge in the universe of Professional and Technological Education