Razões da permanência no curso de pedagogia: significados e sentidos de se formar como professor/a nas vozes de estudantes de uma universidade pública da Bahia, Brasil

Abstract

The present research is part of Line 1: Knowledge Construction: Cognition, Languages, and Information, within the Multi-Institutional and Multidisciplinary Doctorate in Knowledge Diffusion. Its general objective is to discuss the reasons for the persistence of students in the 7th and 8th semesters of the Pedagogy program at the State University of Feira de Santana (UEFS), considering the voices of the protagonists in the educational process and allowing them to freely express their ideas, subjectivities, and feelings. The theoretical framework is based on the works of Gatti (2009, 2018), Pimenta (1995, 2011), Tardif (2005), Freire (2002), Morin (2005), Imbernón (2019), Saviani (1996), Nóvoa (1995), Wallon (2017), Gonzalez Rey (2005) and Tinto (2012). The research adopted a qualitative methodological approach, using a questionnaire to characterize the profile of participating students and semi-structured interviews as data collection instruments. Data analysis was conducted through descriptive statistics for the questionnaire results and content analysis, following Bardin (2011), for the interview findings. The results indicate that the meaning and significance of being a teacher involve a profound reflection on identity, vocation, and the challenges of the profession, transcending the mere transmission of knowledge. Furthermore, they highlight an inseparable relationship between affectivity and cognition in the training of Pedagogy students at a public university in Bahia, Brazil. Among the conclusions, it is emphasized that persistence is not determined solely by external factors, such as socioeconomic conditions or career prospects, but also by intrinsic elements related to the meaning and significance attributed to pedag ogical practice and the construction of professional identity. Thus, the research aligns with the perspective of Knowledge Diffusion by providing reflections and evidence that can support academic debates and inform institutional actions aimed at student persistence, strengthening the exchange of knowledge between researchers and education professionals.