Você quer ser professor? : um estudo sobre o interesse de licenciandos em pedagogia pela profissão docente

• Autor(a) principal: Brandão, Denise Freitas
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5985
• topic: Representação social do professor; Interesse pela profissão docente; Licenciatura em pedagogia; Social representation of the teacher; Interest in the teaching profession; Degree in pedagogy; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

This study aimed to analyze the social representations that students of a teacher training Pedagogy course have about the teaching profession and the interests of themselves about the future professional practice. It was used the theory of social representations and contributions of Work Psychology to contextualize the issue addressed in the Social Psychology. The survey was conducted with 120 students from the Faculty of Education Degree from the Federal University of Sergipe (UFS) and used for data collection a questionnaire itself, self-administered, with closed, semi-closed and opened questions on the subject of study. The questionnaire aimed these secondary objectives: identify the representations that students of graduate courses in pedagogy had about the teaching profession; to describe how these students evaluated the choice of training course they were doing; and explore their interest in the teaching. The data were processed with statistical analysis and content analysis. The results showed that, overall, students evaluated the figure of the teacher as being of great importance to society, but recognized that there is a social devaluation of the profession and the teacher is somehow powerless to make the necessary change in society, although at the same time an important role to play in social transformation. It highlights, in assessing the choice of degree course chosen, what factors related to the content (meaning) of the work tended to be adopted as criteria for choosing the course, while factors related to the context of the profession (social devaluation, compensation, overload work), were more often attributed as reasons for dissatisfaction with the choice of course. Most participants reported that wishes to pursue teaching, however, there was a low interest by a longer-lasting performance in this activity. Students also divided in their future plans after graduation, between the performance in elementary school, continuing studies and pursue a technical function. Another result was that the assessment of aspects related to the teaching profession tended to be more positive among students who intended to pursue the profession of teacher, among those who described themselves more satisfied with their choice of course, and among those who perceived positively experience taken in the role of teacher. The study pointed to the need to improve the working conditions of the teaching profession in order to promote the entrance and retention of students in the teaching career.