TEACHING KNOWLEDGE: POLICIES FOR TEACHER’S KNOWLEDGE RECOGNITION IN BRAZILIAN VOCATIONAL EDUCATION

Abstract: This communication discusses the development and implementation of policies for the recognition of knowledge of Basic Technical and Technological Education teachers. Initially, we present the regulatory framework of the process of Knowledge and Competence Recognition (RSC) of these teachers, exploring the way that RSC has been implemented in a vocational education institution through analysis of documents and regulations. In order to discuss the knowledge built through he work, we used ergology contributions, especially the works of Durrive and Schwartz (2007), Schwartz (1998, 2010) and Trinquet (2010). To address the theme “teaching knowledge”, we carried out a bibliographical research with authors such as Schön (1992), Tardif (2002), Therrien (2001), among others, that wrote about the specificity of these knowledge and its importance for teaching. Finally, we point out the need to think about how teacher knowledge recognition’s policies have been constituted and what kinds of knowledge they value.