Egressos de cursos de segunda licenciatura em pedagogia: repercussões na vida profissional docente

Abstract

This master's thesis presents the results of a study on graduates of the Second Teaching License in Pedagogy in the Distance Education modality in Brazil. Its objective is to analyze the reasons for choosing the Second Teaching License in Pedagogy and the repercussions of this course on the professional lives of the graduates. The theoretical framework adopted focused on studies of teacher professionalization. The Second Teaching License course, regulated by the National Curricular Guidelines for the initial training of teachers for basic education in 2019, is intended for professionals already licensed in other areas seeking a second education in the educational field. The research employed a qualitative approach, using online questionnaires and semi-structured interviews for data collection. Thirty one participants were obtained through the applied questionnaire, and of these, six were interviewed. The results were analyzed using thematic analysis techniques, resulting in seven categories covering aspects from the profile of the graduates to the repercussions of Pedagogy in their professional lives. The research revealed that the Second Teaching License in Pedagogy attracted graduates for various reasons, notably the expansion of job opportunities in the educational field. Furthermore, it led to success in their professional careers, enabling effective careers through competitions and positions such as class supervisor in Early Childhood Education and the initial years of Elementary Education. Despite the opportunities provided by the Second Teaching License in Pedagogy, the results indicate that it is a precarious and neglected course, resembling more of a supplementary training than a proper teaching license. Additionally, the constant pursuit of better working conditions and career advancement prospects promotes a search for new formations, characterizing an overqualification that, instead of professionalizing the teaching profession, leads to its deprofessionalization.