Representações sociais de egressos do curso de Licenciatura em Educação do campo da UFPA: formação e atuação no contexto social do campo

Abstract

The study deals with the Social Representations of graduates of the Course of Licenciatura in Education of the Field on the teacher formation from discourses that reveal their objectivações and anchorages on the formation in the course. Thus, the study sought to establish reflections on the Social Representations of graduates of the Degree on the teacher training in the course and its relation with the teaching performance in the social context of the field. He presents as a study reference the theory of Social Representations of Serge Moscovici (1978), Jodelet (2001) and the discussions about the Degree in Field Education as a proposal of social transformation (MOLINA and SÁ, 2014) and counter-hegemonic (GRAMSCI, 1978), the field and school space through the training of educators. The study follows the qualitative approach from Bogdan and Biklen (1994), considering the researcher as an important tool in the collection of information in locus. The methodology used in the information collection was carried out by means of approximations, use of questionnaires and semi-structured interviews The methodology used in the information collection was carried out by means of approximations, use of questionnaires and semi-structured interviews. In the analysis of the collected data, we opted for content analysis from the Laurençe Bardin (1977) perspective. The subjects studied are eight graduates of the Undergraduate Course in Education of the Field of the Federal University of Pará (UFPA), of the Abaetetuba Campus and that has as a research locus the same University. The results show that the graduates recognize the importance of the course in the region for having offered training beyond expectations, a critical, political formation, the valorization of the local culture and the preparation to work in the rural and community schools. As for their expectations of working in the social context of the field, they affirm that they intend to continue their teaching career and contribute to the improvement of education in their communities, with a view to changing the reality of the field.