A inserção profissional das egressas do curso de Pedagogia frente às demandas do mundo do trabalho

Abstract

The present master’s thesis is linked to the Culture, Educational Processes, and Teacher Training line of research of the Western Paraná State University’s (UNIOESTE) Graduate Program in Education, of Francisco Beltrão – Master’s degree. Based on the topic of Teaching Training and Work, we analyze the professional insertion rooms of graduates of Pedagogy course facing the demands of the organization of the current world of work. Our principal objective is to show in what professional areas the former students of Pedagogy are working, in the light of a dialectical perspective. Thus, we use critical and dialectical authors such as Antunes (1995, 2009, 2018), Harvey (1992, 2013), Marx (1999, 2008), and Saviani (2007, 2008), which discuss issues regarding the organization of the world of work. We also consider Gatti et al. (2019), Hypólito (2012, 2020), and Oliveira (2004, 2005, 2013), for they discuss the teaching work as conditioned to market demands. In addition to a bibliographic review, our study uses a document approach linked to empirical data production. To discuss training fields and work areas of the ones majored in Pedagogy, the primary sources we used are government resolutions, in particular the 2006 Curriculum Guidelines and legislations on a teaching career. Our data were produced via semi-structured online questionnaires in virtue of the pandemic that broke up during the study. A total of 275 Pedagogy graduates of UNIOESTE, in Francisco Beltrão, participated in the investigation. All of them graduated between 2011 and 2019. A total of 213 (77.5%) out of those work in the education field, while 62 (22.5%) do not. We found that most work in Childhood Education, 86 of them work exclusively in this first stage of Basic Education. As to the relationship of the profession to the world of work, both our bibliographic studies and data analysis show that the teaching profession is subject to a flexible accumulation regimen that is grounded on fragmentation, intensification, precariousness, and outsourcing of work. Such a situation corroborates the deprofessionalization of a career. In this sense, a lack of job posts or calls for tenders, the precarious physical, material, and salary situation, in addition to professional recognition and appreciation were brought up as the main reasons why 22.5% of the former students who participated in the study do not work in the education field. Such circumstances create implications both in the professional insertion in the teaching career and the permanence in the profession.