GRADUATES OF THE PEDAGOGY COURSE AT ESPÍRITO SANTO UNIVERSITY CENTER-UNESC:an analysis of their professionals routes

This research aimed to map the professional functions performed by students who graduated from the Pedagogy Course at Centro Universitário do Espírito Santo (UNESC), corresponding to the period from 2011 to 2021, totaling approximately 134 graduating students. A documentary analysis of the materials produced/used for the organization of the Pedagogy Course offer was conducted: Pedagogy Course Pedagogical Project and Resolution No. 02 of July 1, 2015, which defines the National Curricular Guidelines for initial training in higher education (degree courses, pedagogical training courses for graduates and second-degree courses) and for continuing education, with the aim of analyzing the norms established in these documents regarding the training of undergraduates, with the perceptions of graduates about their initial training and the range of characteristics/competences/skills that are intended to be developed by them duringthe course of pedagogy. To map the perceptions of pedagogy graduates regarding their initial training, a questionnaire was structured using the Google Forms tool to obtain data and information about the current professional occupations of graduates of thepedagogy course and the potential contribution of the course to their professional performance in the area of education or in another area in which they are working, with the profile of the graduate foreseen in the Pedagogical Project of the Course and the pertinence of the contents addressed in diverse disciplines with real demands in their professional practice, primarily taking place in the area of education. After performing the categorizations as described above, the information collected was organized into graphs with their respective analyses, objectively presenting the highlighted aspects and others that were identified during the analysis of the material collected through the questionnaire. It is important to note that for all the categorizations conducted, analyses prioritized the investigation objectives and the epistemological paradigms of the research fit.