Contribuições da ação extensionista pré-vestibular solidário (PVS)na formação acadêmica inicial e profissional de estudantes egressos da Educação do Campo.

Abstract

This text is the result of the research carried out for the construction of the Course Completion Work (TCC) of the Interdisciplinary Degree in Rural Education at the Federal University of Campina Grande. The objective of this research was to analyze the contributions that the Solidarity Pre-university Entrance Examination (PVS) action of the Center for Sustainable Development of the Semiarid (CDSA/UFCG) brings to the initial and professional teacher training of students graduating from the Degree in Rural Education. The specific objectives were the following: a) To map the profile of students graduating from Rural Education who participated in the PVS and coordinators of the extension action; b) Record from PVS documents indicative of the treatment of teacher training and educational practice of students who taught classes at PVS; c) Understand, from the speeches of the research subjects, the contributions of the PVS to teacher education. The development of the investigative process was based on qualitative, exploratory and field research, being also of a basic nature, which aims to develop new knowledge, which may be useful for further research. As for the collection procedures, we used as instruments the questionnaire (applied to 06 graduates of the course) and the semi-structured interview, carried out with one of the creators of the extensionist action It should be noted that the issues and debates related to extension action are not exhausted, insofar as, articulated with teaching and research, and based on lived experiences, it is a constituent part of the professional identity of future teachers. Among the research results, we highlight that the PVS has a great impact on the lives of the subjects who participated in its activities, so that they see in the extension action an opportunity for growth in their personal, academic and professional training, improving what they already know, and developing new knowledge essential to their educational practice.