Inserção profissional docente: narrativas de professores iniciantes e experientes da Educação Básica do Município de Maricá - RJ

• Autor(a) principal: Rego, Flaviane Coutinho Neves Americano
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16353
• topic: Teacher Professional Development; Narratives; Memories of beginning teachers; Elementary school; Desenvolvimento profissional docente; Narrativas; Memórias de professores iniciantes; Ensino fundamental; Professores – Formação –; Ensino fundamental – Maricá (RJ) –; Professores – Narrativas pessoais –; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The purpose of this work is to research the formative processes in the relationships that take place inside and outside the school in establishing themselves as a teacher. The study aims to investigate the processes of insertion and professional socialization of teachers when beginners and a school of basic education of the Municipality of Maricá. To weave this work, I enjoyed the collaboration of five teachers (three female teachers and two male teachers) in basic education of a municipal school in Maricá, RJ. Of these collaborators, two teachers are experienced and work in elementary school I and three teachers are beginners and teach in elementary school II. In the light of Josso, the research was based on the concept of experience and how the experiences in teaching practice contributed to the insertion and their professional socialization. Considering that the teaching profession is built during the first years of school life, even before entering the specific course, we understand that through the methodological device of narratives and through reflections, teachers when beginners can rescue the formative processes that helped them in the construction of themselves and the composition of teachers. The authors who give theoretical support to this work are: Nóvoa, Josso, Delory-Momberger. Narratives constitute an affective relationship with formation, because to the extent that teachers narrate their life and formation stories, they participate in the process of speaking of themselves and what constitutes them. Doing so, is possible to rethink the trajectory of life and formation, the reflection of teaching practices and action in a movement of transformation. As a proposal for the analysis of qualitative data obtained in the narratives, we developed Thematization for the dialogue between the research findings and the theoretical references. The main contributions of this study were the understanding of the formation processes and the role of self-being of formation in its various records, psychosomatic, sociological, emotional, cultural and political