Banca de DEFESA: THYAGO YCARO SOUZA DE MENEZES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THYAGO YCARO SOUZA DE MENEZES
DATE: 08/05/2026
TIME: 15:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Cultural-Historical Psychology; Professional identity; Pedagogy; Teacher training.

PAGES: 185
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The process of becoming a professional in the context of initial teacher training requires observation and investigation of aspects arising from personal, educational, and social dimensions. Thus, this dissertation has the following research question: How are the professional identities of students in the Pedagogy course constituted? Therefore, the general objective is to investigate the constitution of professional identity in students enrolled in the Pedagogy course, in-person modality (Central Campus), at the Federal University of Rio Grande do Norte (UFRN). The theoretical foundation is based on Historical Cultural Psychology, proposed by Lev Vigotski, in studies on identity in the field of Human Sciences, and teacher training. For that purpose, we adopted a qualitative, descriptive, and collaborative methodology, using reflective groups in the empirical stage. Furthermore, the research consisted of five meetings held in two groups of participants, totaling ten reflective and investigative moments about the professional identity of eleven students in the Pedagogy course, in-person modality (Central Campus). Additionally, a sociodemographic questionnaire was also applied to define the social and academic profile of the participants. After the empirical stage, the data analysis followed the principles of Content Analysis, which allowed for the organization, systematization, and categorization of the data. The results were composed of categories of analysis that included elements that emerged and were discussed during each meeting. The results demonstrate five thematic axes, namely: experiences prior to the Pedagogy course; experiences arising from the curricular components and contexts of action as students of the Pedagogy course; conceptions about pedagogy from the participants' perspective; experiences and lessons learned during the Pedagogy course and the existence and absence of repercussions in personal and academic-professional dimensions; and, finally, prospects after completing the course. Thus, these data demonstrate that experiences prior to and concurrent with the Pedagogy course were present in the reflections of the participating students with regard to their life trajectories, curricular components, internship activities, conceptions about the professional pedagogue, the university context, and, finally, the participants' projections after completing the course. It can be concluded that the reflective groups enabled the discussion of topics relevant to the students' professional identity.

COMMITTEE MEMBERS:
Externo à Instituição - ANDRE AUGUSTO DINIZ LIRA
Presidente - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - nullInterna - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externo à Instituição - JULIO RIBEIRO SOARES - UERN