Abstract

MARTINS, Ângela Maria. Trajetórias de formação de alunas do curso de pedagogia: uma contribuição ao debate sobre identidade docente. R. Bras. Est. Pedag. [online]. 2009, vol.90, n.225, pp.352-366. ISSN 2176-6681.

The purpose of this text is to analyze the graduation (and life) process of the students enrolled on the course of Pedagogy of a religious and community university in order to try do unravel the reasons that made these students choose this course and to keep studying it (or not). First of all, a questionnaire, as an instrument to collect data, was sublimated to 99 first year’s students enrolled on Pedagogy and License Teaching Courses. Students of Pedagogy data was analyzed separately. After this step, a focus group with 13 students (now sophomore students) was performed to deeper the analysis of the problems that appeared in the questionnaires answers. One started from the assumption that, in the actual context of restructuring the material and symbolic production conditions of life, the relationship between graduation, work and identity must be redone, based on the introduction of questions that affect the constitution of their subjectivity. In other words, it was considered that the daily relations - full of cultural meanings - are configured by relevant structures to groups and communities in which the individuals construct their life and professional career. In the analyzes of the relevance given by the students to certain aspects, facts, situations and happenings told in this process, it was observed that, like every profession, the teaching duty is affected by social, economical and cultural facts that configures the relations of work in the contemporary societies and are constructing new subjects and professional identity.

Keywords : Graduation Paths; Teachers’ Identity; Course of Pedagogy.

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