Professoras iniciantes e os efeitos da pandemia em suas práticas em Mato Grosso

• Autor(a) principal: Fernandes, Jucelma Lima Pereira
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3895
• topic: Professores iniciantes; Necessidades formativas de professores iniciantes; Práticas pedagógicas e pandemia; Ensino remoto; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Beginning teachers; Formative needs of beginning teachers; Pedagogical practices and pandemic; Remote taching

The present work is affiliated to the Postgraduate Program in Education of the Institute of Human and Social Sciences of the Federal University of Mato Grosso (PPGEdu/FUMT), located in the research line Teacher Education and Public Educational Policies and linked to the research group Investigation. The study questions center on: what are the main formative needs of beginning teachers to carry out their teaching practice in times of pandemic? Have beginning teachers received theoretical and methodological support to develop their pedagogical practices in this remote education context? The main objective of this research is to analyze the training needs of beginning teachers, working in public institutions of basic education in the city of Rondonopolis/MT, in view of the challenges they face when developing their pedagogical practices in the pandemic period. In the research, we consider as beginner teachers those who have up to five years as teachers. Based on the qualitative approach, the instruments used for data collection were a questionnaire, a reflective interview, and document analysis. The participants of the research were three beginning teachers working in the municipal network of basic education in the city of Rondonopolis/MT. The results revealed the difficulties and challenges encountered by beginning teachers when using technology in virtual classrooms. Unforeseen events and uncertainties were present, causing insecurities, uncertainties and conflicts, as they experienced a dual situation of “reality shock”, first because they are beginners, have no teaching practice and face new and challenging situations, and second, because of the need to associate the distance learning courses to their practices, a procedure completely unknown in their initial training.