Construindo percursos acadêmicos e profissionais: diferentes trajetórias estudantis no interior do curso de Pedagogia da FAE/ UFMG

Abstract

This thesis proposes a systematic way to understand how the students from the Pedagogy course of the Educational Faculty Universidade Federal de Minas Gerais build different trajectories during the Higher Education and how these pathways lead to differentiated academic and professional destinations. The research was guided by some basic questions: What is the UFMGs Pedagogys students profile? How are the pathways of the pedagogys students in the Higher Education? What is the prioritized professional formation by the Pedagogy Courses curriculum? What is the interest in teaching of these graduating students? Sociologically, how do the different ways of being pedagogys student characterize them selves, and what are the determinant factors in the construction of the student experience? In order to answer these questions, some methodological procedures were adopted: a) secondary statistics data processing of the entering students in the Pedagogy course, between 2009 and 2013; b) statistics data processing of a questionnaire elaborated specifically for this research, which was applied for the classes of the eighth and ninth semesters of the Pedagogy Course from FaE; c) semistructured interviews with eleven graduating students. The results showed that the Pedagogys students average profile is expressively different from the general UFMGs students profile (data from 2008 and 2009). While the majority of students approved for the Pedagogy course is egress from the public school and consider themselves black, the universe of all the UFMGs students is composed mostly of students from private schools and who consider themselves as white. Through the analysis of the interviews, it was highlighted how the individual trajectories are marked by the institutional profile of the faculty, the valuing of the research and by the national context of the depreciation of the teaching. It was also identified in the investigated population four different types, which characterize the student experience of UFMG Pedagogys student. In these analyses, it was considered the contributions of the Sociology of the Experience, having as analytical tool, mainly, the notion of the three logics of action developed by Dubet (Project, Integration and Vocation). It was also sought to appropriate of the elements that characterize the craft of student of these individuals, analyzing characteristics of the affiliation process of these students during the graduation. The interpretation of the trajectories took into account also the habitus of the investigated subjects.