A docência e a prática pedagógica na percepção de egressas do Curso de Pedagogia do IEAA

Abstract

Since the Law of Guidelines and Bases of National Education n. º 9.394/1996 and the expansion of higher education, access to university is an undeniable fact, mainly for those who lived in the farthest places of our country, who had the opportunity to continue their studies in higher education. The present study casts as the main objective: to understand the perception female teachers have of themselves in the process of teaching and in the development of their pedagogical practices. The research was designed on a qualitative approach, using the narrative interview technique with the objective of giving voice and place to five teachers, formed by the Pedagogy course of the IEAA/UFAM, who work with the initial years of Elementary School in public schools in the town of Humaitá. The interpretation of the data was based, especially, on the Analysis of Content. The study was based on the theoretical-methodological contributions of Nóvoa (1999, 2013); Marcelo García (1999, 2009); Souza (2006, 2007); Huberman (2013); Cunha (2012, 2013, 2014); Bardin (2014); Silva (2015, 2019) and others who discuss the theme in their resseach. In order to achieve the proposed objective, the work evplved in more specific objectives, focusing on the description of the configuration of the route the graduated students took in their school and university studies; identification of experiences lived in the exercise of teaching; analysis of pedagogical practices and their relation with teaching and institutional support in the process of insertion in the teaching practice. The results indicated that the school and academic process was permeated by challenges and intense learning. By debuting in teaching, the teachers began to experience a reality of good times and adverse times, of easier matters and of more complex ones; they expressed feelings of defeat and of success. The pedagogical practices mentioned by our participants brought the new to the day and the feeling of the responsibility of the teaching being in search of more knowledge. The challenges of teaching stimulated the teachers to continue making and remaking themselves, creating and recreating their pedagogical practices. In all, they evidenced that the precariousness of the school infrastructure, the lack of didactic resources and the devaluation of the profession are some of the aspects that interfere in the teaching practice. They recognize that the support some of their peers gave them was a subsidy when tackling problems that emerged on the school grounds in adverse circumstances when exercising the profession. The teachers perceive themselves as active professionals who are in an unceasing search for professional development. This perception of themselves provoked changes in attitude that helped in the search of necessary knowledge for teaching, stimulating a continuous improvement of the pedagogical practices developed in the classroom.