Desafios de reconhecer-se na profissão professor: um estudo de caso sobre a evasão em um curso de formação de professores

Abstract

The study refers to the subject of evasion in the context of the course of Daytime Pedagogy of the Federal University of Santa Maria. With this research, we intend to show the aspects that influence the evasion of the course, identifying the main factors of the evasion of the students of the group 12/2015. For this, it was necessary to understand how this phenomenon interferes in the formative itineraries of the students, a phenomenon that is closely related, often, to the lack of knowledge of the teaching profession and, therefore, to the absence of an identity as a student with the Pedagogical Project of the Course (PPC). Another significant aspect is that entering a undergraduate program requires students to perceive the dynamics of the 'university city' and, in this sense, to understand that the initial obstacles can be overcome as the importance of knowing the devices is perceived that the course has to solve the difficulties encountered. Was sought methodologically to carry out the study based on the bibliographical analysis on the subject of evasion in higher education, together with the documentary analysis of the Pedagogical Project of the Pedagogy Course (2007) and the Guidelines for teacher training. The tools: a structured / semi-structured questionnaire and another semi-structured questionnaire served as a basis for the present study, counting on the participation and contribution of the academic year 2015 and the management of the Course. Thus, it is concluded that the phenomenon of evasion is due to several and complex causes, besides not recognizing itself as a teacher.