Âmbitos de atuação profissional de egressos dos cursos de pós-graduação em educação física da UFSC

Abstract

O estudo objetivou analisar os cenários antecedente e atual de atuação profissional de egressos dos cursos de mestrado e de doutorado em Educação Física, da Universidade Federal de Santa Catarina, entre 2006 e 2013. No estudo descritivo, de fonte documental, foram consultados os currículos (Plataforma Lattes) de um total de 276 ingressantes. Antes de ingressarem no mestrado e no doutorado, a atuação profissional dos egressos concentrava-se nos ambientes não formais, ensino superior público e educação básica. Após a conclusão, predominou o ensino superior público e o privado. Conclui-se que o ensino superior é a primeira opção dos egressos, aumentando a competitividade pela busca da melhor qualificação. A realização de atividades de pesquisa e a atuação no terceiro setor também continuam marcantes.

Profile of the graduates of the phd course of the postgraduate program in physical education: a case study at Federal University of Santa Catarina (2006 to 2018)

“…After completing the course, the highest admission was in public institutions, as observed in the Physical Education program of University of São Paulo (USP), with 65% of graduates enrolled in public IHE 15 . Fact was similarly evidenced by Milan et al 12 when analyzing the antecedent and current scenarios of professional intervention of graduates of the master's and doctoral courses in Physical Education of the Federal University of Santa Catarina in the period of 2006 to 2013. Few are those that act autonomously, without links which seems to reflect in the programs recommended in the National Postgraduate Plan 2011-2020 as a goal for the labor market 2,3 .…”

“…The postgraduate scenario in physical education showed that continuing education in postdoctoral stages has been a demand for a reduced number of graduates, as evidenced in other programs in Brazil 15 . However, most of them engage in teaching career before they finish the course, which may facilitate their subsequent insertion in the job market due the opportunities presented to the students during the course period 12 .…”

“…The career insertion in higher education occurs together with the research context in detriment to teaching 18,19 . In this way, some studies point to research as one of the areas with the greatest tendency, and this market positioning may cause the postgraduate teaching learning itself to be placed in the background 12,20 . Although the present study did not focus on the analysis of the hours distribution in the teaching activities, research, extension and administration of doctoral professors in public universities, it was observed that approximately half of the investigated graduates are engaged in research in their research units, teaching (as coordinators or members), especially in the Physical Activity and Health and Theory and Pedagogical Practice.…”

“…The area of concentration in Physical Activity and Health had a greater number of registered projects and a greater proportion of coordinators. The incentive and actions aimed at research in postgraduate programs at universities in the South of the country may be a factor that influences these academic arrangements 7,12 . This investment may be a positive scenario for scientific research in Brazil, since graduates have contributed to the promotion of academic areas, as evidenced in the literature 12,15,23 .…”

“…Some evidences reveal that graduates of physical education programs perceive their education with evidence in research, followed by preparation for teaching in higher education 7 . In this way, studies show the interest of the programs in the systematic follow-up of graduates, in order to establish curricular reorganization, future work strategies, their satisfaction with programs, among other factors that are relevant to education 8-10. One aspect to highlight is the professional trajectory importance after the doctorate course, since this is the highest degree of academic qualification and last stage of formation that precedes the transition to university teaching career 11,12 . The geographical centralization of the Physical Education Programs in the South and Southeast regions, which bring together 26 of the 38 existing programs 13 also are referred.…”