A formação inicial e os desafios de professoras iniciantes e egressas do curso de Pedagogia da UFU Pontal

Abstract

The present work entitled “The initial formation and the challenges of beginning teachers and graduates of Pontal UFU Pedagogy Graduation Course” had as a general objective to understand if the course of Pedagogy of UFU – Pontal Campus, in Ituiutaba/MG municipality, has prepared the beginning teachers to face the existing challenges a classroom offers, as well as the difficulties encountered by newly graduates in Pedagogy when teaching for the first time in a class of their own. The design of the chosen research was the bibliographical research with dialogues with several authors on teaching initial formation (Pimenta, S.G. Anastasiou, 2005; Libâneo 2003, 2011; Gatti, 2009, 2011; Garcia, 2010; Freitas, 2007; Nóvoa, 1992; Dourado, 2015, among others); followed by analysis of documents using the pertinent legislation and the Political Pedagogical Project of the Course. Five graduates of the Pontal Pedagogy Course, who are beginning teachers, having from one to five years of experience in the classroom, were interviewed. The results aim to contribute to the discussion about teacher training. The main conclusions are that the beginning teachers see limitations in the initial formation as there is an excess of theory to the detriment of the practice and a lack of tuning between them. There is also insufficient teacher training, lack of teaching methodology and formation for inclusion for students with special needs. However they value the dense theoretical formation and also the critical formation of the curriculum. They think there must be more policies and practices for valuing teachers, and improvement on initial training and continuing education to help overcome the challenges of the teaching practice.