Projetando o início da docência: perspectivas de estudantes do curso de Pedagogia da UFSCar

Abstract

The present work refers to the under graduate students of pedagogy faculty perspectives on the beginning of teaching. Having the theoretical foundation based on the area of teacher education, we developed a qualitative research. The data was collected from a virtual discussion on the Virtual Learning Environment (VLE) proposed in the teacher education course at the UFSCar. We noticed that the students presented consensus regarding what a beginner teacher of the Basic Education Brazilian system should know. Knowledge about the students, community and school were the elements most highlighted by the students. We understand that reflecting prospectively on the insertion in teaching is an interesting path that serves as basis for professional development. Such reflection may allow a relationship between the theory studied and the practice at school. Future teacher’s approaching to the reality of the work context, confirming the presence of the practical dimension in initial training, was a central aspect of this research. We believe that the findings of this article may contribute to the professional development of teachers in order to realize that there are trails and possible knowledge to minimize the “shock of reality” and also designing paths to good educational practices.