Tornar-se pedagoga: (auto)percepções de egressas de pedagogia sobre desenvolvimento profissional

Abstract

The professional's role pedagogue has been gaining space and visibility in various instances of society, linked to intentional educational practices. Therefore, building the identity and development of this professional requires the mobilization of different types of knowledge. Therefore, this work is a master's thesis of the Postgraduate Program stricto sensu Professional Master's in Education at the Federal University of Fronteira Sul (UFFS) Erechim campus. The research is part of the line of research called: Research on Pedagogical Processes, Policies and Educational Processes. The theme of this research is focused on the articulation between professional development, subjective aspects, initial training and contexts of action, through the (self)perceptions of graduates of the Pedagogy course at UFFS campus Erechim. Based on these findings, the problem of this investigation emerges: what are the (self)perceptions of graduates of the Pedagogy course at UFFS, Erechim campus, about professional development that could constitute aspects to be considered for the pedagogue training process? This problem highlights that the (self)perceptions and reflections of individuals in their professional sphere are essential for the construction of their identity and professional development. From this perspective, with the aim of contributing to the field of research focused on the specificities that involve the professional development of the Pedagogue, especially in the scope of initial training, intertwined with the problem, the general objective was defined: to investigate the (self)perceptions of graduates of the Pedagogy course at the Federal University of Fronteira Sul, Erechim campus, about professional development, as well as identifying the aspects they consider fundamental during the pedagogue's training process. To achieve this objective, the methodology used in proposing the study falls within bibliographical research and field research. Bibliographical research was mainly based on authors in the field of education, such as: Saviani (2008; 2019), Silva (2006), Scheibe and Durli (2023), Brzezinski (1996), Libâneo (2002; 2006 ; 2008; 2010), Day (2001) Freire (1987; 2000; 2014), Brandão (2010), Loss (2014; 2018), among others. Field research, of a qualitative nature, with a descriptiveinterpretative approach, presents, as data collection instruments, the application of a questionnaire followed by a semi-structured interview. The first stage of collection was completed by 217 graduates of the Pedagogy course and the second by 17 graduates selected based on the diversity of the field of activity, beyond the school walls. The results point to a profile of graduates who are mostly women, white, without disabilities, aged between 25 and 36 years old, who work, mostly in Early Childhood Education, in Alto Uruguai Gaúcho. Through the responses of the graduates, multi-dimensions for professional development are demonstrated, which permeate life stories, initial training and context of activity. Finally, the results achieved provided support for the purposeful elaboration of an e-book to be presented at a Pedagogy course collegiate meeting, in order to help the University think about its course, bringing together the (self)perceptions of the graduate with the academic sphere. This e-book will serve as a diagnosis of the professional reality of course graduates, it will serve as a guiding horizon, in order to help in planning the course's curricular proposal, in order to make it more qualified and participatory.