Processos formativos e aprendizagem docente: desafios da Pedagogia Noturno da UFSM

Abstract

This research is a Final Course Work that aims to understand how teacher learning and the formative processes of students in the night pedagogy course at UFSM occur. The specific objectives were: the identification of challenges during the initial formation of students; the identification of which formative actions were chosen by students in initial training; and the understanding of students' ideas about the curriculum they experience in the Night Pedagogy at UFSM. For this, a qualitative methodology with a sociocultural narrative approach was used, supported by the studies of Bolzan (2001, 2009, 2019, 2022), based on Vygotsky (1993) and Freitas (2000). This methodology allows us to highlight the subjects, their speeches, conceptions, experiences, and meanings, all through narrated interviews, which were conducted with students in the last semesters of the Night Pedagogy course at UFSM. To develop the interpretive process, we started from the formative processes category that unfolded into three dimensions. Namely: paths traveled, formative experiences, and study activity. As findings, we highlight that: Initial Training is seen as incomplete and insufficient to provide insertion in the field of the profession, although it is known that it is an initial training; extracurricular activities are not always sought by subjects in training, considering the need to prioritize work, since it is the family's livelihood; although they know how to organize their formative process, there is no explicit concern about the sequence or importance of the curricular design; and, finally, there is an evident difficulty in understanding the theory/practice relationship highlighted as nonexistent for those who have not yet been able to deepen their study activity.