O pedagogo e seus espaços de atuação nas representações sociais de egressos do curso de Pedagogia

• Autor(a) principal: Aquino, Soraia Lourenço de
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3425
• topic: Representações sociais; Pedagogia; Curso de pedagogia; Social representations; Pedagogy; Pedagogy course; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to identify the social representations of the graduates of the School of Education, Federal University of Viçosa (UFV) in the spaces, both formal and non formal education, the acting pedagogue. Specifically, we sought to characterize the experiences, practices, knowledge and challenges faced by those in the profession. This research, a qualitative approach was supported by a literature survey, complemented with empirical data collected from 10 education majors graduating from UFV's School of Education, through semi-structured interviews and a socioeconomic questionnaire. The literature review was made of the following themes: 1) The School of Education in Brazil, 2) The Undergraduate Education of the UFV, 3) The Formal and Non Formal Education and the potential spaces of action of the teacher, 4) empirical research already conducted on the subject field investigation, and 5) The Social Representation Theory, which is the theoretical guide methodology that guided this study. Data analysis pointed to the understanding that the choice of the School of Education was determined by the need to enter the University, accessibility and employability. His views on what is being mediated and Pedagogy are anchored in experiences in the profession The inclusion in the teaching imposes several challenges to educators. Given the diversity of contexts and individuals involved in educational processes, the licensees argue that the raining received in the School of Education does not provide them knowledge and skills that enable them to intervene in educational processes, with the exception mainly of non-schooling and non-formal education modalities. Given this context, an emphasis on the knowledge of experience and training processes inherent to the profession. Considering that this is for educators who have completed graduate courses in interstitium of one year, we focus on the early years of professional development as a stage of discovery, adaptation and intense learning. In the case of non-formal spaces, with characteristics very different from school, as spaces of action of the educator par excellence of tradition and legitimacy, the challenges become even greater.