A formação pedagógica dos professores iniciantes do Instituto Federal Sul-rio-grandense: intencionalidade, necessidade, ou desinteresse.

Abstract

This study pursues to identify, through the teaching program of the beginning teachers of the Federal Institute Sul-rio-grandense of professional education, focusing on unlicensed teachers, to identify possible circumstances in the career of these educators, based on conditions such as intention, need, or disinterest in pedagogical formation. The perceptions of these teachers about the pedagogical formation programs in their careers were inquired. The aim is to contribute to the discussion about their experiences as teachers of professionals working. As a theoretical support, the study is based mainly on Pierre Bourdieu (1983, 1989) on Cultural Capital; the analysis on education from Garcia (1994, 1999), as well as his contributions on teachers formation process. On this last subject, this study also explores the author Imbernón (1998, 2009), besides the understanding of the concept of beginner teachers by Huberman (1995). The social research presents itself as an effective inducement in the process of meeting the needs of a new thinking and producing knowledge in the contemporaneity, in which changes of paradigms are needed in the educational field. In view of these possibilities, in the quanti-qualitative perspective, this research will use the case study method. A sample of 19 beginning teachers is established, describing their experiences, their beliefs, values and dislikes about their formations in the pedagogical scope. The collection of data was carried out on 03 campuses of the IFSUL expansion process, as well as the investigation of institutional documents and legal documents, with the purpose of unveiling relations with the processes of public exams and notices produced by the institutions studied, proposing to study these data collected and applied to them the Bardin Content Analysis. Were identified, through the discourses produced by the teachers about the conditions of intentions, needs, or lack of interest in pedagogical formation, the relations in the contexts of professorality, the individual teacher, the institution and the pedagogical formation itself.