A avaliação de egressos do curso de Pedagogia em Educação do Campo sobre os impactos da formação nos campos pessoal e profissional

• Autor(a) principal: Santos, Jailson Batista dos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/18130
• topic: Formação superior; Educação do campo; Egressos; Higher education; Rural education; Graduates; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research in focus addresses the impacts of Higher Education in Rural Education in the personal and professional fields of graduates of this level of education. We take as a case study, graduates of the Curso de Pedagogia – Área de aprofundamento em Educação do Campo, at the Universidade Federal da Paraíba (UFPB) (2014 - 2017), because in previous research it was evidenced that the majority of students pointed out great expectations about the future after completion course (FELINTO, 2015; SANTOS, 2017). Based on this scenario, we propose for this study the following problematization: How do the graduates of the Pedagogy Course - Field of in-depth Education in the Field evaluate the training obtained regarding its impacts in the personal and professional field? The objective is to analyze the impacts of the training offered by the course to apprehend their contributions in the personal and professional fields from the evaluation of the graduates. The empirical categories of this research are: Higher Education (KLUG; PINTO, 2015), Rural Education (FERNANDES; MOLINA, 2004) and Graduates (ANDRIOLA, 2014). The theoretical current employed comprises Structuralism in the perspective of the Sociology of Education proposed by Bourdieu (1989; 2002; 2003; 2011). The methodology is of qualitative basis, with descriptive, bibliographical and documentary procedural characteristics. Thus, we used the content analysis technique based on Bardin (2009), using online questionnaires and semi-structured interviews as instruments. When qualifying this work, we applied a previous questionnaire based on the evaluation of graduates on the formative aspects of the investigated course. This questionnaire resulted in 4 course departures, which proposed to participate in the interviews. From the reports selected with the interviews, they were delimited as categories of analysis: personal development; critical thinking changes; acquired learning; job search efficiency; financial stability; professional achievement and recognition. After this delimitation, a definitive questionnaire with questions of the selected type was chosen. Data were not tabulated in the SPSS program, and responses were made using the Likert Scale, with response options ranging from [1] unfavorable, [2] closed unfavorable, [3] unfavorable and [4] unfavorable, regarding impacts training in the personal and professional fields of graduates. At the end of this investigation, he concluded that the training offered by the Pedagogy Course - Rural Education deepening area has open effects on the lives of its graduates. No personal field, highlighted as major impacts or acquired learning, a relationship of theory and practice aligned with the reality of the campaign and the interest in continuing an academic career, generating a new perspective on life for these individuals. In the professional field, the results point to some challenges that go beyond the impacts of the course, such as devaluation of the teaching profession, low remuneration and difficulties in entering the job market. However, this course brings new directions for trained professionals, making these subjects come to have a broad and critical view of the world, in addition to the Pedagogy based on the Rural Education project, which is a significant advance for a pedagogical proposal resulting from a lot of struggle and resistance.