Resumo

SOARES, Sebastião Silva  e  GUIMARAES, Selva. University teaching: trajectories of beginning formator teachers in the education programs. Rev. Educ. Questão [online]. 2020, vol.58, n.57, e-21023.  Epub 12-Ago-2021. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2020v58n57id21023.

We sought to understand in this work the constitution of university teaching at the Brazilian universities and the challenges faced by formator teachers working in education programs in Pedagogy, History and Rural Education at two federal universities/campuses located in the north region of Brazil. The study is inserted in the field of addressing the oral life history from the ideas of Fontana (2010), Guimaraes (2006), Huberman (1992), Thompson (1992) and Souza (2014). For reflection on teaching and the beginning of a career at the university, we invoked the studies of Bozu (2010), Cunha (2012), Estepa (2016), Garcia (1999), Zabalza (2004) and others. For the production of data, we carried out oral interviews with six teacher teachers working in the selected courses. The transcribed and textualized reports were analyzed through an interpretive-comprehensive reading (SOUZA, 2004). The voices of formator teachers emphasized how the initial stage of teaching in higher education is characterized by dilemmas, challenges, learning and opportunities for personal and professional development. This period is, therefore, a singular and plural time for the construction and re-signification of the identities of formator teachers.

Palavras-chave : University teaching; Beginning teacher; Education program; Professional development.

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