Pedagogos que atuam como técnicos em assuntos educacionais na Universidade Federal do Rio de Janeiro

Abstract

The present dissertation of Master´s degree has as objective the analysis of the identity discovering process of the pedagogue that act as técnicos em assuntos educacionais (TAEs) da Universidade Federal do Rio de Janeiro (UFRJ), the tactics built in the identity change during their professional activities, as well as the contributions at the academic formation of those who act in a teaching space. The following questions had been addressed: how are presented the webs that cover the identity process of the pedagogues witch act at the UFRJ as Technician in Educational Subjects? What are the tactics developed by the university´s Technicians in the identity change of their duties as authors and subjects? Witch contributions the academic formation course offers to these professionals, so they can act in the teaching space? The theoretical referential of this research was based on the concepts of identity and formation, seen on the studies of authors as Hall , Vieira, Dubar, Nóvoa , Pineau , Josso e Bragança. The research presents a qualitative approach developed by the listening, transcription and analysis of narrative interviews of four pedagogue TAES of the Universidade Federal do Rio de Janeiro, each one with a different service time. Online questionnaires were distributed to all TAES, licensed and pedagogues, with a result of fifty eight answered and analyzed. The research pointed to the importance of the formation and self formation, for bringing new perspectives for the performance of the pedagogue. The professional identity process of the TAEs pedagogues was presented, through the interviews and questionnaires, as a motion of construction, reconstruction and transformation, by using day to day experience. We also conclude that the tactic consist in the possibility of these professionals modify and work with unexpected situation on the workplace and act upon the established rules. An important aspect is that the Pedagogy course contributes for the performance of these professionals in the university; however the same course does not pay attention to other work possibilities for the pedagogue, directing him, in its majority, to the classroom. Thus the research shows how the fabric of life weaves the TES professional of the UFRJ.