A escolha da docência como carreira nas licenciaturas de matemática e física do CES.

Abstract

The present work will address why the choice of the students of mathematics and physics of the CES, day and night of the second period, as the choice for the undergraduate courses and, consequently, for the teaching career. Studies show that more and more students have come to younger and higher education courses, without knowing the need for reflection on the process of choosing the course, which causes insecurity in relation to their professional future. The general objective to investigate the main reasons that led students to opt for undergraduate degrees, and to characterize teaching from the eyes of undergraduate students. And its specific objectives: Identify how teaching is perceived by undergraduate students in mathematics and physics of the second period, day and night CES, Verify how the choice was given to the teaching profession and at what time of their career this option was given, considering facts, people, or experiences associated with their career choices and Classifying choices by teaching considering social background, schooling and occupation of parents, language skills, gender, age, and place of origin. Decisions about what to choose and what to set aside relate to previous schemes of thought and actions, as they filter out the options considered unfeasible or impossible called (habitus). For data apprehension we used the data of academic control of each and the basic questionnaire with three questions of why the choice, and to know the course and individual schedule. Data were examined according to the categorization form already established prior to analysis. Given the above, it was possible to see that most students made the choice of the course because they were interested, but also it is possible to see others who do for other issues.