Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia

Abstract

This research was developed in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) in the Line of Knowledge and Educational Practices. Its general objective was to unveil the professional identities of the pedagogues who work at the IFTM Campus Uberlândia. As specific objectives, we highlight: i) Historicizing and discussing Professional and Technological Education and the institution process of the IFTM Campus Uberlândia; ii) Reflect on the professional trajectory of the first pedagogue working at the then Federal Agrotechnical School of Uberlândia (EAF-Udi) and the reverberations of her work in the posterity of the performance of the Pedagogical Support Center of the IFTM Campus Uberlândia; iii) Analyze the school community's perception of the role of pedagogues; iv) Describe the personal, training and professional paths of the pedagogues and v) Identify the knowledge of the pedagogues. This is a qualitative investigation and the data were obtained through interviews given by the pedagogues; application of questionnaires to the various segments that make up the school community; the transcription, in full, of the documentary “Trajectories” starring the professionals who idealized and carried out the teaching training action “Cycles of Reflective Studies: teaching at EPT” and the pedagogical letters written by the pedagogues participating in the 1st and 2nd Edition of the aforementioned training action . The research participants were the pedagogues who work in Professional and Technological Education at the Federal Institute of Education, Science and Technology of Triângulo Mineiro Campus Uberlândia. The study showed that the group of pedagogues lives with situations that challenge their actions, given the lack of knowledge of their attributions by a large part of the school community. The pedagogues perceive a certain prejudice and/or resistance to their work on the part of the teachers and these, therefore, perceive the need to strengthen the relationship between teachers and pedagogues. This tense relationship, often conditioned under the aegis of pedagogy as a “supervisor” of teaching work, contributes to distancing practices based on collective and collaborative work between pedagogues and teachers. The experience with the planning and execution of the training action “Cycles of Reflective Studies: teaching at EPT” re-signified the work of pedagogy professionals at the IFTM Campus Uberlândia, since, in addition to being a space for teacher training, it endorsed as a space for listening, welcoming, human development. We can see that from the institution of this training action, the pedagogues were able to expand their territory of action, as well as minimize the perception, of the teachers who participated in the training, of “supervision” for “another vision”, positioning themselves as professionals who work “with ” the teachers and not “for” the teachers. In this spectrum, knowledge is revealed that was grouped into four dimensions, namely: Technical, Human, Political and Social that were mobilized by the pedagogues within the scope of their attributions and that represent fundamental points in the way they understand themselves as professionals. In view of the above, we defend the thesis that the professional identities of the pedagogues at the IFTM Campus Uberlândia are constructed and substantiated from their life and profession trajectories and that the performance in relation to the teaching training action “Cycles of Reflective Studies: teaching in the EPT”, under the critical-collaborative perspective, potentiated the production and redefinition of knowledge in the Technical, Human, Political and Social Dimensions.