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Some of the anxieties experienced in the course of Pedagogy and the recurrent socialization of other teachers in national events have shown that students in their narratives in the subjects of Supervised Internship and Didactics, report that the choice for the course of Pedagogy does not follow from the identification with the course. We use as reference for the theoretical support the studies of Gatti (2009); Candau (2009); Martins and Romanowski (2008) who has been dedicated to understanding the role of didactics and the problematic of professional identification in undergraduate degrees. Thus, the present study seeks to understand how the choice of the Licenciatura in Pedagogy course occurred in the face of a not very attractive scenario and to reveal if Didactics can contribute to this identification with the profession.

ESCOLHA E IDEALIZAÇÃO PROFISSIONAL DO CURSO DE PEDAGOGIA: COMO PODE A DIDÁTICA CONTRIBUIR NA IDENTIDADE DESTE GRADUANDO