Banca de DEFESA: LUCIANE HINTERHOLZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANE HINTERHOLZ
DATE: 05/07/2021
TIME: 14:00
LOCAL: meet.google.com/jsv-gget-jdt
TITLE:

TRAINING PROCESSES AND PROFESSIONAL SOCIALIZATION OF GRADUATES FROM THE PEDAGOGY COURSE OF THE INSTITUTE FEDERAL CATARINENSE - CAMPUS CAMBORIÚ E VIDEIRA (2010-2016)

KEY WORDS:

Formative Processes. Professional socialization. Graduates. Pedagogy. Instituto Federal Catarinense.

PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Sociologia da Educação
SUMMARY:

Under development in the research line “Formative Processes and Educational Policies”, of the Postgraduate Program in Education, of the Instituto Federal Catarinense - Campus Camboriú, the study entitled “Formation Processes and Professional Socialization of Graduates of the Pedagogy Course of the Instituto Federal Catarinense - Campus Camboriú e Videira (2010-2016) aims to analyze the training processes and the professional socialization of graduates of the Pedagogy Courses of the Instituto Federal Catarinense - Campus Camboriú and Videira in the cut period. This institution has been offering degrees since its creation, which took place through the enactment of Law No. 11,892, of December 29, 2008. Thus, this study is at the heart of the Pedagogy Course and, even more specifically, the training processes and professional socialization of graduates of this course at IFC on the mentioned campuses. Researching graduates is an important practice in the current Brazilian scenario, as it provides knowledge about the course itself and the access of recent graduates to the world of work. Through these studies, contributions to the construction of policies for undergraduate courses can still be obtained. It is based on the qualitative research approach and as for its objectives it is explanatory, considering that it seeks to identify the aspects that determine or cooperate so that the phenomena related to the training processes and the professional socialization of graduates of the Pedagogy Course can be interpreted and explained, having in view that allow to search the knowledge about this specific reality. As for technical procedures, it also performs a bibliographic review, as it (re) visits studies, scientific articles, books, dissertations and theses, without pretending to be a bibliographic search. We used the questionnaire as a technical instrument for data collection, as we developed an instrument that consists of an ordered list of questions, which are being answered in writing and digitally, without the researcher being present. The questionnaire contains open, closed and semi-structured questions; all this in order to understand the object of study in question. The structure of the study is presented as follows: in the introduction, we highlight the theme; the justification that presents the personal, social and scientific relevance of the study; the general and specific objectives; the methodology; aspects of the theoretical contribution; the division of the text and nuances of the conclusion. In chapter 2, we venture into paths that historically address the Pedagogy Course in Brazil, as well as debating its role in forming bachelors or graduates when it was created. The third chapter discusses teacher training in Santa Catarina, considering education in this state in the first half of the twentieth century, through an overview and also teacher training, especially in Pedagogy courses at the Federal University of Santa Catarina (UFSC ) and the State University of Santa Catarina (UDESC). The purpose of the fourth chapter is to deal with the Federal Institute of Santa Catarina, the Pedagogy Course and the profile of the graduate. We activated aspects of the constitution of this institution, as well as elements of the creation of the Pedagogy Course and we also deal with questions about the curriculum of this course on the Camboriú and Videira campuses, so that we can “draw” the profile of the egress through personal data. In the fifth chapter, in order to understand the training processes and professional socialization of graduates, we used the category of school trajectory and the training received at the institution in the areas of teaching, research and extension in each campus. In the final considerations, the main results of the research are highlighted, as well as we suggest new possibilities of studies on the object on which we analyze the training processes and professional socialization, which constitutes an effective contribution to the construction of the field of the history of education in Santa Catarina and Brazilian and favoring the consolidation of IFC as a teacher training institution, through the offer of the Pedagogy Course.

BANKING MEMBERS:
Presidente - 1715961 - MARILANDES MOL RIBEIRO DE MELO
Interna - 2773007 - IDORLENE DA SILVA HOEPERS
Externa à Instituição - IONE RIBEIRO VALLE - UFSC