Percursos formativos em pedagogia: motivações e expectativas discentes

Abstract

This term paper is the result of research developed under the Institutional Program of Scientific Initiation 2018/19, at the Federal University of Paraíba, through which the objective is to know the support of the course to the students before the students' expectations and their motivations and expectations. for / in the midst of the new possibilities of professional engagement given the current scenario of vagueness involving the conceptual and practical formative character of the pedagogue, linked to the uncharacterization of the pedagogical work that reduces it to providing theoretical and methodological resources only. with a teaching approach. The theoretical elements are configured through the conceptions of the meaning of Pedagogy as Education Science provided by Beilerot, (1985), Libaneo (2001) and Franco (2015) and the expectations and motivational orientations according to Bandura (1978), Wolters (2011) and Ganda and Boruchovitch (2018). The methodology was based on qualitative, quantitative and content analysis, being carried out in three phases: pertinent theoretical approach, questionnaire application and semi-structured interview. It was possible to treat the data obtained through the categories Sociodemographic identification; Trajectory in the Pedagogy course; Conceptions on Education, Pedagogy and Pedagogues; Course Motivations and Professional Expectations.