Choice and professional insertion: from the experiences of academics to the experiences of graduates in pedagogy

Abstract

The article addresses the categories Professional Choice and Professional Insertion relating the theoretical concepts to the experiences and professional trajectory of graduates of the Pedagogy course, of a Community University in Southern Brazil. The objective was to characterize the insertion process of the educators and to identify their professional trajectories with the conclusion of the course. Studies on the topic have increased in the literature in recent years due to the attractiveness of the profession, which would be linked to satisfaction of working with the learning of others. The methodology used the principles of qualitative research and the data collection was carried out through a semi structured interview with 14 (fourteen) graduates and 1 (one) graduating from the course and documentary analysis of the Pedagogy Course Report / Enade 2014, organized by National Institute of Educational Studies and Research Anísio Teixeira (Inep). The research was developed with the same group worked at different moments in the training process: as academic graduates of 2014, participants in Enade and as graduates of the Pedagogy course after five years of completing the course. The results showed that the choice and professional insertion are directly connected and related to the training spaces, the job market and social influences. The choice of the course is still motivated by the socioeconomic conditions of the young pedagogues and the professional insertion demonstrated as a time to establish themselves in the profession.