Professional expectations and perceptions of the concluintes: training and performance of pedagogues in non-school spaces

Abstract

The issues addressed in this work intend to contribute to the debate around professional expectations and perceptions of the graduates of the Pedagogy course participating in the research on the training and performance of educators in non-school spaces. Thus, it was proposed to verify the possibilities that the pedagogy course presents for the training of pedagogues in non-school spaces. The results presented were obtained through a qualitative research methodology. For data collection, a structured questionnaire was applied to 20 undergraduate students in the tenth block of the Pedagogy course. To examine the data collected, we used Content Analysis in Bardin (2011). The results show that the graduates recognize demands for the pedagogue's performance in non-school spaces, but the course is based on teaching in Early Childhood Education and in the Early Years of Elementary Education. The students mentioned some experiences they had during the course in non-school spaces. However, they stressed that they felt the lack of studies with approaches related to theoretical and methodological knowledge to justify their actions in these environments. Therefore, it is important that the Pedagogy course provides a more complete and solid training, which allows a new meaning in the construction of the pedagogical professional identity beyond the classroom.