A Complexidade do trabalho docente na Educação Profissional e Tecnológica para além dos indicadores numéricos.

Abstract

This formative memorial analyzes the effectiveness of public management indicators in Vocational and Technological Education (VTE), investigating their capacity to reflect the complexity of teaching work and contribute to the assessment of institutional health. The study originates from the recognition that the teacher’s role extends beyond the simple transmission of technical knowledge, requiring the promotion of critical reflection,the guarantee of student persistence, and the realization of the teaching, research, and extension triad. Through a reflective report grounded in theoretical reviews and practical context analyses, it discusses how inclusive methodologies and formative evaluations are fundamental to combating school dropout. It is observed that current indicators tend to prioritize purely quantitative aspects, masking the qualitative demands of pedagogical work. In view of this, the work proposes a Pedagogical Intervention Plan based on action research, focused on the implementation of Teacher Reflection Circles, the application of qualitative diagnoses, and strategic monitoring via Virtual Learning Environments (VLE). The central objective of this intervention is to formulate a model that integrates complementary qualitative indicators into management, providing visibility to actual teaching effort. It is expected that the results of this proposal will strengthen teacher autonomy, spark institutional self-criticism, and support fairer and more effectively democratic evaluation policies in VTE.