Novice educators and multidisciplinarity in the early years of basic education

Detalhes bibliográficos
Autor(a) principal: Souza, Leticia Oliveira
Data de Publicação: 2023
Outros Autores: Cruz, Giseli Barreto da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5565
Resumo: The study presents the results of a research on the professional insertion of teachers working with multidisciplinarity in the early years of basic education. The objective is to understand how teachers with a degree in pedagogy and in a situation of professional insertion in classes in the early years of primary schools mobilize professional knowledge to meet the specificities of multidisciplinary teaching. This study was directed, methodologically, by a narrative research, through interviews with seven teachers licensed in pedagogy. These narratives, when set up in theoretical dialogue with Cruz, Farias e Hobold, Cochran-Smith, Pugas and Shulman made it possible to verify that: I) several hardships affect the insertion of female teachers; II) welcoming novice educators is a neglected practice; III) the institutional context in addition to the severity of the Covid-19 pandemic strained their teaching practice; IV) handling the contents, in the pedagogical work organization, represents the most difficult factor for multidisciplinary teaching; V) the use of textbooks and handouts are essential for teaching; VI) interdisciplinarity emerges as a pedagogical path.
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spelling Novice educators and multidisciplinarity in the early years of basic educationPedagogas iniciantes y la multidisciplinariedad de la enseñanza en la escuela primaria Pedagogas iniciantes e a multidisciplinaridade nos anos iniciais do ensino fundamental professional teacher insertion; novice educators; multidisciplinary teaching; professional knowledge; narrative researchinserción profesional docente; pedagogos iniciantes; enseñanza multidisciplinaria; saberes profesionales; análisis narrativoinserção profissional docente; pedagogos iniciantes; ensino multidisciplinar; saberes profissionais; pesquisa narrativaInserção profissional de pedagogasThe study presents the results of a research on the professional insertion of teachers working with multidisciplinarity in the early years of basic education. The objective is to understand how teachers with a degree in pedagogy and in a situation of professional insertion in classes in the early years of primary schools mobilize professional knowledge to meet the specificities of multidisciplinary teaching. This study was directed, methodologically, by a narrative research, through interviews with seven teachers licensed in pedagogy. These narratives, when set up in theoretical dialogue with Cruz, Farias e Hobold, Cochran-Smith, Pugas and Shulman made it possible to verify that: I) several hardships affect the insertion of female teachers; II) welcoming novice educators is a neglected practice; III) the institutional context in addition to the severity of the Covid-19 pandemic strained their teaching practice; IV) handling the contents, in the pedagogical work organization, represents the most difficult factor for multidisciplinary teaching; V) the use of textbooks and handouts are essential for teaching; VI) interdisciplinarity emerges as a pedagogical path.El artículo presenta resultados de una investigación sobre la inserción profesional de docentes que actúan con la multidisciplinariedad en los primeros años de la enseñanza fundamental. También tiene como objetivo comprender cómo profesoras licenciadas en pedagogía y en situación de inserción profesional en las clases primarias movilizan saberes calificados para atender las especificidades de la enseñanza multidisciplinaria. Metodológicamente, se orientó por un análisis narrativo, por medio de entrevistas con siete profesoras licenciadas en pedagogía. Las narrativas, puestas en diálogo teórico con Cruz, Farias y Hobold, Cochran-Smith, Pugas y Shulman, permitieron comprobar que: i. dificultades de diferentes órdenes afectan a la inserción de las profesoras; ii. el acogimiento al iniciante es una práctica marcada por la negligencia; iii. el contexto institucional más a la gravedad de la pandemia de COVID-19 tensionaron la docencia de las iniciantes; iv. el tratamiento del contenido representa el factor de mayor dificultad para la enseñanza multidisciplinaria en la organización del trabajo pedagógico; v. el uso de los libros didácticos y de los manuales es fundamental para la docencia; vi. la interdisciplinariedad aparece como camino pedagógico. O artigo apresenta resultados de uma pesquisa sobre a inserção profissional de professoras que atuam com a multidisciplinaridade nos anos iniciais do ensino fundamental. Ainda, objetiva compreender como professoras licenciadas em pedagogia e em situação de inserção profissional em turmas dos anos iniciais do ensino fundamental mobilizam os saberes profissionais para atender às especificidades da docência multidisciplinar. Metodologicamente, orientou-se pela pesquisa com narrativa, por meio de entrevistas com sete professoras licenciadas em pedagogia. As narrativas, postas em diálogo teórico com Cruz, Farias e Hobold, Cochran-Smith, Pugas e Shulman, possibilitaram constatar que: i) a inserção das professoras enfrenta dificuldades de diferentes ordens ; ii) o acolhimento ao iniciante é uma prática negligenciada; iii) o contexto institucional somado à gravidade da pandemia de covid-19 tensionaram a docência das iniciantes; iv) o tratamento do conteúdo representa o fator de maior dificuldade para o ensino multidisciplinar na organização do trabalho pedagógico; v) o uso dos livros didáticos e das apostilas mostra-se basilar para a docência; e vi) a interdisciplinaridade aparece como caminho pedagógico.INEP2023-09-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/556510.24109/2176-6681.rbep.104.5565Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5565Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5565Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e55652176-66810034-718310.24109/2176-6681.rbep.104reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5565/4317Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouza, Leticia OliveiraCruz, Giseli Barreto da2024-02-27T12:27:21Zoai:ojs3.inep:article/5565Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T12:27:21Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv Novice educators and multidisciplinarity in the early years of basic education
Pedagogas iniciantes y la multidisciplinariedad de la enseñanza en la escuela primaria
Pedagogas iniciantes e a multidisciplinaridade nos anos iniciais do ensino fundamental
title Novice educators and multidisciplinarity in the early years of basic education
spellingShingle Novice educators and multidisciplinarity in the early years of basic education
Souza, Leticia Oliveira
professional teacher insertion; novice educators; multidisciplinary teaching; professional knowledge; narrative research
inserción profesional docente; pedagogos iniciantes; enseñanza multidisciplinaria; saberes profesionales; análisis narrativo
inserção profissional docente; pedagogos iniciantes; ensino multidisciplinar; saberes profissionais; pesquisa narrativa
Inserção profissional de pedagogas
title_short Novice educators and multidisciplinarity in the early years of basic education
title_full Novice educators and multidisciplinarity in the early years of basic education
title_fullStr Novice educators and multidisciplinarity in the early years of basic education
title_full_unstemmed Novice educators and multidisciplinarity in the early years of basic education
title_sort Novice educators and multidisciplinarity in the early years of basic education
author Souza, Leticia Oliveira
author_facet Souza, Leticia Oliveira
Cruz, Giseli Barreto da
author_role author
author2 Cruz, Giseli Barreto da
author2_role author
dc.contributor.author.fl_str_mv Souza, Leticia Oliveira
Cruz, Giseli Barreto da
dc.subject.por.fl_str_mv professional teacher insertion; novice educators; multidisciplinary teaching; professional knowledge; narrative research
inserción profesional docente; pedagogos iniciantes; enseñanza multidisciplinaria; saberes profesionales; análisis narrativo
inserção profissional docente; pedagogos iniciantes; ensino multidisciplinar; saberes profissionais; pesquisa narrativa
Inserção profissional de pedagogas
topic professional teacher insertion; novice educators; multidisciplinary teaching; professional knowledge; narrative research
inserción profesional docente; pedagogos iniciantes; enseñanza multidisciplinaria; saberes profesionales; análisis narrativo
inserção profissional docente; pedagogos iniciantes; ensino multidisciplinar; saberes profissionais; pesquisa narrativa
Inserção profissional de pedagogas
description The study presents the results of a research on the professional insertion of teachers working with multidisciplinarity in the early years of basic education. The objective is to understand how teachers with a degree in pedagogy and in a situation of professional insertion in classes in the early years of primary schools mobilize professional knowledge to meet the specificities of multidisciplinary teaching. This study was directed, methodologically, by a narrative research, through interviews with seven teachers licensed in pedagogy. These narratives, when set up in theoretical dialogue with Cruz, Farias e Hobold, Cochran-Smith, Pugas and Shulman made it possible to verify that: I) several hardships affect the insertion of female teachers; II) welcoming novice educators is a neglected practice; III) the institutional context in addition to the severity of the Covid-19 pandemic strained their teaching practice; IV) handling the contents, in the pedagogical work organization, represents the most difficult factor for multidisciplinary teaching; V) the use of textbooks and handouts are essential for teaching; VI) interdisciplinarity emerges as a pedagogical path.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5565
10.24109/2176-6681.rbep.104.5565
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5565
identifier_str_mv 10.24109/2176-6681.rbep.104.5565
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5565/4317
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5565
Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5565
Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e5565
2176-6681
0034-7183
10.24109/2176-6681.rbep.104
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron:INEP
instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
collection Revista Brasileira de Estudos Pedagógicos (Online)
repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
repository.mail.fl_str_mv ||tania.castro@inep.gov.br
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