This work is the conclusion monograph of the Pedagogy Course and aimed to
“diagnose the contributions of initial training in the professional practice of graduates
of the Pedagogy course at UFT/Campus de Miracema”. The research was developed
in a qualitative perspective, based on authors who discuss the theme, as well as on
documents (PPP of the Pedagogy Course) and still mediated by a field research
carried out with four graduates of the Pedagogy Course and who are integrated into
the market of work, carrying out teaching activities in basic education schools or in
management bodies of the education system. In the first and second part of the study,
it was decided to present historical elements about the Miracema Campus, thinking
about its origins from, in the context of Unitins and later in the context of the Federal
University of Tocantins, as well as a brief history about the pedagogy course in Brazil,
some legal elements that support the debate about the course and changes it went
through. We attribute great importance to the third section because it is an important
stage in the process of building the work, in which the systematization of the results of
the field research was presented, aiming at quality, with the meanings of the
researched data, from the movement of reading, collection, organization and content
of the information articulated in the field research carried out with the graduates.
Furthermore, it is possible to verify that the pedagogy course at UFT, Campus
Miracema is a quality course, which has a lot of contribution to national education. The
speeches of the graduates reveal that the Pedagogy course has to provide a proximity
between the university, the reality of the teachers and the real problems existing in the
school. The idea of expanding and deepening the dialogue between the UFT, the
Miracema Campus and the basic education schools is essential, in order to socialize
the experiences of teachers in training (graduates) and teacher trainers, strengthening
teaching identities through work, with students undergoing training within the scope of
the pedagogy course
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