A percepção dos egressos da LECAMPO/UFCG: da contribuição da formação para sua prática pedagógica.

Abstract

This research aimed to study the contribution of the formation of the Degree in UFCG field of education in pedagogical practice of its graduates. The relevance of this issue it is expressed that this new course in Brazil, and already begin to form the first graduates to work in the Rural Schools. The purpose of inventorying the perception of the degree course graduates Field of Education on the contribution of their initial training for their practice in schools of the field, he requested a qualitative methodological look with a sensitive listening, to grasp and understand the meanings attributed by the subjects the contribution of education in their teaching. For an approach to the object of study, we deepen the following categories based on the following authors: Teaching practice (SOUZA (2001), Silva (2009), Rural Education (ARROYO (2004); CALDART (2000) and Silva (2009) ;.. teacher training (Libâneo (2001), Freire (1996) the exploratory study was a procedure used to map the course graduates, their area of operation and selection of research subjects for this, we use as a tool the questionnaire was to purpose build the profile of graduates based on criteria of highest concentration of graduates chose the School of Field Jose Bonifacio. - Pius X - Sumé- Pb, as a space for observation of teaching practice of graduates, and with which we conducted the interview. triangulation of the data from the questionnaire, interview and observation enabled us some findings, among which: the emphasis on the importance of multidisciplinary training of the degree for teaching practice and field work opportunities, training that enables joint between teaching by area of knowledge and management allows a performance and a large school field design, posture and contextualized and humanized practice of graduates in the preparation and implementation of classes in schools of the field, the interaction and participation among educators / the and students / as in the classroom and school, the experiences of collective and systematic planning. The contradictions posed by the environment were identified as: professional development policies are still fragmented and discontinuous, the fragility of policies for teaching initiation in the profession, disciplinary and decontextualized concept that remains very strong in the education system, the need for training trainers in the field of design and the inclusion of the profile of this degree in public procurement.