Inserção profissional docente no ensino superior: experiências formadoras de professoras que atuam no curso de pedagogia

Abstract

Perceiving yourself in the experiences allows you to know a little more about yourself, so remembering the experiences allows you to look at your own professional identity, reflect on it, understand it and transform it. The research deals with the teaching professional insertion in higher education, an integral part of the professional development process and aims to analyze the training experiences revealed in the narratives of teachers beginning in higher education who work in the Pedagogy course. The theoretical basis was based on the studies of Josso (2007), Passeggi (2016), Nakayama (2017, 2018), Souza (2004, 2015, 2018), Carlos Marcelo, (2010), Pimenta and Anastasiou (2002, 2010), Bolívar (2002), Ferrarotti (1988). The methodology fosters narratives as a data production device and uses episodic interviews with teachers. The corpus of the analysis is configured by the narratives produced from the episodic interviews and is based on the concept of comprehensive-interpretive-analysis, according to Souza (2014). The results reveal the teachers' training experiences in the insertion in higher education, such as the reflection on university teaching, autonomy and rupture movements, the training spaces and the movement of partnership and listening of the pedagogical coordinator of the educational institution, bringing to the highlights the contribution of the narratives with reflections on the experiences of the lived.