Resistências e criação de contrapoderes: experiências de participação das discentes de pedagogia em estágio não obrigatório no contexto amazônico.

Abstract

This dissertation presents opportunities for reflection on the experiences of UFAM education students participating in non-mandatory internships offered by public and private schools in the city of Manaus. Through this type of internship, the students seek financial support to support themselves and supplement their family income, with the aim of ensuring they can remain in higher education. Reflecting on experiences related to the initial training of female teachers involved bringing together social markers such as gender, age, and social class, as well as examining the forms of resistance and the creation of counterpowers mobilized by the students in their daily university life. In this sense, we seek to reevaluate the students’ experiences, which, embedded in the city’s labor circuits, offer new perspectives on the process of teacher education. To this end, the specific objectives were outlined as follows: (i) to analyze experiences of Non-Mandatory Teaching Practicums in Pedagogy based on academic productions and quantitative/qualitative data collection; (ii) to contextualize initial teacher training and its impacts on Higher Education; (iii) identify, in the collected oral accounts, social processes of the production and circulation of affect mobilized by the experiences of Education students in Non-Mandatory Internships; (iv) to re-evaluate the experiences of Education students in Non-Mandatory Internships by highlighting contrasts between these settings and the training spaces at the University; (v) to reflect on dimensions of resistance and counter-powers between the University and the Non-Mandatory Internship based on the oral records. Grounded in historical-critical pedagogy, historical materialism, and the notion of affect, this study aimed to re-evaluate the process of becoming a teacher through the collection and systematization of documentary sources (laws, course pedagogical project, development and administration of a structured questionnaire with UFAM education students, charts, tables, dissertations, theses) combined with oral sources (interview records). Drawing on Oral History and Life History, the interpretive analyses of the oral sources highlighted the significance of each student’s personal experience, constantly revealing the construction and reconstruction of meanings surrounding the challenge of overcoming the naturalization of the social division between study and work when faced with the necessity of combining these two activities during university education. Based on the analysis of the interviews, it was found that the students assume various roles, among which is the role of academic support/mediator, which, in most accounts, occurs without guidance from either the educational institution (university) or the institution providing the internship (school).