Aspectos das trajetórias de estudantes da primeira turma do curso de pedagogia no Campus Professor Alberto Carvalho da Universidade Federal de Sergipe: “Era meu sonho ter uma formação. Dizer assim: eu sou formada!” (2006-2011)

Abstract

This monograph analyzes aspects of the trajectory of women who developed a double work shift plus that of a higher education student, during graduation in the first class of the Pedagogy course at the Federal University of Sergipe (UFS), Professor Alberto Carvalho University Campus, in the period from 2006 to 2011. Therefore, it was necessary to carry out studies related to the creation and installation of the Pedagogy course in Sergipe and the creation of the UFS campus, in Itabaiana/SE. In addition, an analysis was made on the difficulties of staying and completing the course, in order to understand the challenges of these students in an attempt to reconcile work, personal and academic life. To develop the research, bibliographic analysis was carried out, with reference studies by Louro (2008); Fagundes (2005); Almeida (1998); Rabelo and Martins (2006), and qualitative field research with semi-structured interviews with three graduates from the first class of the course. The research was carried out based on three axes of analysis, namely: The journey beyond the classes in the Pedagogy course at the Professor Alberto Carvalho Campus (UFS); The Pedagogy course, learning and reverberations beyond the classroom; Strategies for completing higher education: renunciations and challenges. In this sense, this study highlights some of the strategies developed by these former students to face the double work shift, concurrently with graduation. Despite personal difficulties and renunciations during the course, these women were able to successfully reconcile their academic, professional and domestic activities, demonstrating that it is possible to achieve positive results and significant advances in professional, academic and personal life. Therefore, we understand that this study contributes significantly towards understanding and reflecting on the history of women in the Pedagogy course, as well as their strategies to reconcile the different roles they played in the academic period.