PROCESSO DE INDUÇÃO DO PROFESSOR INICIANTE: o papel da coordenação pedagógica

• Autor(a) principal: de Souza Sena, Erica Cristina
• Data de Publicação: 2021
• Outros Autores: Pinheiro Lopes Camacho, Fernanda, Ramos de Andrade, Maria de Fátima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1547
• topic: Proceso de inducción; Maestra principiante; Coordinador pedagógico; Induction process; Beginning teacher; Pedagogical coordinator; Processo de indução; Professor iniciante; Coordenador pedagógico

In this article, we present a bibliographic survey with the intention of analyzing lectures and theses that deal with the induction process of the initiating professor and the role of the pedagogical coordinator, found on the repositories from CAPES (Coordination of Improvement of Higher Education Personnel) and IBICT (Thesis Bank of the Brazilian Institute of Information in Science and Technology) from 2008 to 2019. For this, we used the following descriptors: beginner teacher, pedagogical induction, bond, reception, initial years of Elementary School and pedagogical coordination. With that, we obtained eleven surveys. For this study, we seek to identify the objectives, the theoretical framework, the methodologies used and the main results consolidated in the research. When analyzing the findings of the researches studied, we found that there is a need for the expansion and foment of those programs that work with the insertion and support for the beginner teacher in the Municipal and State Secretariats. The highlighted researches showed that the processes of continuing education, whether in the school units or those offered by the Education Departments, impact the routine and knowledge of teachers, contributing to teaching; they also demonstrated the concern with the admission of the beginning teacher.