IDENTITY AND TEACHING CAREER OF COMPUTING GRADUATES: TRAINING AND PROFESSIONALIZATION CHALLENGES

Abstract

This text presents a discussion about the challenges in the construction of identity and teaching career, with the objective of analyzing aspects of the formation and professionalization of the Degree in Computing (LC) within the scope of the Open and Distance Education Center (CEAD) of Federal University of Piauí (UFPI), seeking to identify some challenges related to professional insertion in the educational market, implying, therefore, in the construction of identity and teaching career. The research, with a qualitative approach, was carried out using bibliographic methods; and field research, carried out with 14 professors, graduates of the aforementioned course, in the 2018.2 semester. Previous research reveals some difficulties related to professional insertion, both from a legal point of view (the non-compulsory component of the Computing curriculum in the Basic Education curriculum, in the National Common Curricular Base (BRASIL, 2018)), and from a practical point of view (difficulties that undergraduates, from the mandatory internships of the course, have to find schools with this curricular component). The central hypothesis is that, after graduating, they also face challenges and difficulties to enter the job market. Therefore, the option for the research subjects to be students graduated about three years ago, relatively enough time to experience experiences in this regard. The analysis reveals some challenges in this sense, namely: i) the non-compulsory component of the curriculum in Basic Education; ii) the absence of public tenders; iii) the lack of vacancies in the private network; iv) the absence of physical spaces at school, such as computer labs, v) the lack of social recognition; vi) wage devaluation; among other factors.