Professor por escolha? : um estudo sobre como os estudantes de licenciaturas constroem sua carreira docente

• Autor(a) principal: Malinoski, Sabrina
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8530
• topic: Educação; Educação Superior; Licenciatura; Carreira; Construção da Carreira; Carreira de Professor; Carreira Docente; CIENCIAS HUMANAS:EDUCACAO

Upon completion of the baccalaureate, some students return to university to attend a degree. This movement was the motivating aspect of the present study, which investigated how the teaching career develops and whether the choice to become a teacher was planned in terms of career formation. Authors like Arthur (2005), Huberman (1995), Imbernón (2010), Libâneo (2001), Nóvoa (1995 and 2008), Savickas (2015), Super (1985), Tardif and Lessard as a reference for the research carried out, that analyzed the narrative about the construction of the teaching career of students graduating from the baccalaureate. The problem that guided the investigation was: in what way do the graduating students of the baccalaureate build a teaching career? This qualitative study was carried out through individual interviews with twelve undergraduate students graduating from the Pontifical Catholic University of Rio Grande do Sul. Data analysis was developed from the principles of content analysis, by Bardin. In order to meet the objectives of this research, five categories of analysis were defined a priori: expectations, experiences, motivations, teacher identity construction and teacher career construction. In the first category, which aimed to identify the "expectations" of the participants in relation to the teaching career, it was detected that: transmitting knowledge, exploring other possibilities (being one of them), making a difference and following the teacher career were the expectations. However, the absence of negative expectations and expectations was also revealed. In the second category, we present the "experiences" that influenced the participants in the choice for the degree. It was verified that the contact with the students was referenced by the majority of the participants, which shows the importance of the teaching practice during the training and its influence in the process of professional choice. In the "motivations", it was possible to verify different aspects that motivated the choice for the degree, being the employability mentioned by many participants. Other aspects mentioned were the curriculum of the degree, the possibility of sharing knowledge, previous experiences with the students, the degree as an alternative of continuous training and skills development and family influence. The category "teacher identity construction" presented what the teacher's career consists of and how he becomes a teacher, signaling the different perceptions among the participants. The "teacher career building" set out how to build a teacher's career, how students plan their career, what the next steps to take, and what the advantages and disadvantages of being a teacher would be. The analysis of data was enriched by two emerging categories, resulting from unpublished and particular aspects of the narratives of each of the interviewees. The category "contribution to society" includes the discourses of transmission of knowledge and values for society and the possibility of changing people through education. "Complementarity" integrates convergent speeches in relation to undergraduate and baccalaureate courses being complementary to one another. The study concluded that the majority of the research participants sought a career as a teacher rather than a real identification with the profession. However, these participants wish to follow the career of educators, evidencing that undergraduate and other experiences of coexistence with the students may have influenced in a later professional identification and choice for the career of teacher.