THE CONTRIBUTIONS OF THE SEMINAR GETTING TO KNOW UESC IN THE TRAINING OF TEACHERS IN PEDAGOGY AT PARFOR

Abstract

This article is the result of an experience report based on the development of a Seminar entitled Getting to know UESC: history, trajectory and functioning, with a workload of 20 hours, held for 06 classes of the PARFOR Pedagogy Course at Universidade Estadual de Santa Cruz - UESC, composed of approximately 240 participants, between the years 2009 and 2018. The action had the following objectives: to reinforce the student's sense of belonging to UESC; to stimulate appreciation of the institution; to enable knowledge of the university's history, functioning and organizational structure; to develop the student's self-esteem as a university student; to enable greater integration between the student and UESC and to present other learning spaces, highlighting the inseparability between teaching, research and extension. The aim of this article, in addition to describing the Getting to Know UESC Seminar, is to identify and analyze its impact on the training of undergraduate students. The study is of an analytical-descriptive nature and adopted the (auto)biographical method, which allowed the narration of experiences based on reflection. The information was produced through the narratives, experiences of the author and the authors, and through a literature review. The analysis and discussion were qualitative. The results showed that the students explored university spaces beyond the classroom, which allowed them to acquire new knowledge from spaces that develop research and extension. The students also increased their repertoire of information and knowledge about the UESC, such as information about affirmative action policies, financial aid programs and the Student Assistance sector, which was of fundamental importance for them to access their rights and ensure not only access but also permanence at the university. The Seminar also had a positive impact on the education of the Pedagogy undergraduates, as it helped to strengthen their identity as university students, as well as strengthening interpersonal relationships between colleagues.