Pedagogia vespertino noturno: expectativas, dificuldades e aprendizados do estágio supervisionado para trabalhadores/as-estudantes

Abstract

The purpose of this study was to examine the expectations, difficulties and lessons learned by students on the afternoon-night Pedagogy degree course at the Federal University of Ceará (UFC). during their supervised internships in Early Childhood Education and the early years of Primary School, and how the UFC prepares these students for this time. Among the theoretical bases for this research are Furlani (1998), Pimenta (2008), Lima (2008), among others. Using a qualitative approach, we collected data through questionnaires and individual interviews, and the research included twenty participants. The results of the research showed that students feel that the evening course does not meet their needs, given that it is actually an afternoon-night course, i.e. its curriculum includes subjects and/or activities, such as internships, which are carried out during the day. As such, the course doesn't take into account the specific needs of students on the night shift, which is mostly made up of working students. This becomes a challenge for these students, who encounter many difficulties in carrying out these activities, the most common being the lack of time available to carry out supervised internships, due to the incompatibility of working hours and supervised internship hours. And this becomes a major obstacle in the academic life of these students, who need to carry out these activities in order to complete the course, and in order to do them, some of them need to resign from their jobs, while others make agreements with their employers to carry out their internships, and this overload of tasks and responsibilities often harms the performance and quality of this activity, which cannot be carried out in its entirety, compromising the training process of future teachers who are fighting every day for a fair life with dignity.