Formação docente e educação profissional: análise a partir de Shulman e Fleck

The article reports a study that aimed to analyze aspects of teacher training for acting in professional education based on the thoughts of Shulman (1986, 2005), Fleck (2010) and their interpreters. This is a bibliographic research, guided by Discursive Textual Analysis (MORAES; GALLIAZI, 2013). In Shulman's works the focus was on the categories of teaching knowledge, particularly “pedagogical knowledge of content”. In Fleck's work, the epistemological categories “style of thinking”, “collective of thought”, “circles” and “circulations” of ideas were prioritized. These categories proved to be useful for an analysis of the teaching knowledge present in the training and practice of teachers in professional education. Considering the approximation between the theoretical categories of the two authors, it was possible to analyze that the acquisition of pedagogical knowledge of the content, by the teachers of professional education, occurs, in general, in the exercise of teaching and in training processes. In both situations, there was an emphasis on the insertion of teachers in different thought collectives, as well as the circulation of ideas, at intra and intercollective levels. In this way, both the training and the teaching routine in professional education, as a space for continuing education, proved to be a privileged locus for the acquisition and dissemination of the knowledge necessary for teaching, particularly the pedagogical knowledge of the content. O artigo relata estudo que teve o objetivo de analisar aspectos da formação docente para a atuação na educação profissional a partir do pensamento de Shulman (1986, 2005), Fleck (2010) e seus intérpretes. Trata-se de pesquisa bibliográfica, orientada pela Análise Textual Discursiva (MORAES; GALLIAZI, 2013). Nas obras de Shulman o foco esteve nas categorias de saberes docentes, particularmente o “conhecimento pedagógico do conteúdo”. Na obra de Fleck foram priorizadas as categorias epistemológicas “estilo de pensamento”, “coletivo de pensamento”, “círculos” e “circulações” de ideias. Essas categorias mostraram-se profícuas para uma análise dos saberes da docência presentes na formação e na prática dos professores da educação profissional. Considerando a aproximação existente entre as categorias teóricas dos dois autores, foi possível analisar que a aquisição do conhecimento pedagógico do conteúdo, pelos docentes da educação profissional, ocorre, de modo geral, no exercício da docência e em processos form