The tensions of the beginning of the teaching career

Detalhes bibliográficos
Autor(a) principal: Machado Fortes, Flavia Aparecida
Data de Publicação: 2020
Outros Autores: Mendes Nacarato, Adair
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/32069
Resumo: This article analyzes the narratives of five teachers at the beginning of their careers, who studied Pedagogy through a Distance Education (DE) program. It aims to analyze the reflective process of the teacher, the teacher's professionality and the tensions experienced in the process of insertion in the teaching career. The narrative interview, with a reference to the biographical method, was used for the production of the data. Entry into the profession is accompanied by situations that generate tensions and insecurities about how to carry out the daily activities inherent to teaching. It also reveals the lonely work of the teacher and even the way in which the more experienced teachers discredit the distance education graduate.
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spelling The tensions of the beginning of the teaching careerLas tensiones del inicio de la carrera docenteAs tensões do início da carreira docentePedagogiaEducação a DistânciaFormaçãoInserção na carreira docenteNarrativasPedagogíaEducación a distanciaFormaciónInserción en la carrera docenteNarrativasPedagogyDistance EducationTrainingEntry into the teaching careerNarrativesThis article analyzes the narratives of five teachers at the beginning of their careers, who studied Pedagogy through a Distance Education (DE) program. It aims to analyze the reflective process of the teacher, the teacher's professionality and the tensions experienced in the process of insertion in the teaching career. The narrative interview, with a reference to the biographical method, was used for the production of the data. Entry into the profession is accompanied by situations that generate tensions and insecurities about how to carry out the daily activities inherent to teaching. It also reveals the lonely work of the teacher and even the way in which the more experienced teachers discredit the distance education graduate.Este artículo analiza las narrativas de cinco docentes al comienzo de sus carreras, quienes estudiaron Pedagogía en la modalidad de Educación a Distancia (EaD). Tiene como objetivo analizar el proceso reflexivo del profesor, su profesionalidad y las tensiones experimentadas en el proceso de inserción en la carrera docente. Para la producción de los datos, se utilizó la entrevista narrativa rozada por el método biográfico. La entrada en la profesión se acompaña de situaciones que generan tensiones e inseguridades sobre cómo llevar a cabo las actividades diarias inherentes a la docencia. También revela el trabajo solitario del docente e incluso la manera como los docentes más experimentados desprestigian al graduado en educación a distancia.Cet article analyse les récits de cinq professeurs en début de carrière, qui ont suivi la formation de Pédagogie dans la modalité de Éducation à Distance (EaD). Le but est d´analyser le processus réflexif du professeur, sa professionnalité et les tensions vécues dans le processus d´insertion dans la carrière de l´enseignement.  Pour la production des données, on a utilisé l´interview narrative sous l´angle biographique. L´entrée dans la profession s´accompagne de situations génératrices de tensions et d´insécurités relatives à la manière de réaliser les activités quotidiennes inhérentes à l´enseignement. Cette approche révèle aussi le travail solitaire du professeur et même le discrédit de la part de professeurs plus expérimentés par rapport au jeune diplômé en EaD.Este artigo analisa narrativas de cinco professores em início de carreira, que cursaram Pedagogia na modalidade de Educação a Distância (EaD). Visa analisar o processo reflexivo do professor, sua profissionalidade e as tensões vividas no processo de inserção na carreira docente. Para a produção dos dados, utilizou-se a entrevista narrativa tangenciada pelo método biográfico. O ingresso na profissão é acompanhado por situações que geram tensões e inseguranças sobre como realizar as atividades diárias inerentes à docência. Revela também o trabalho solitário do professor e até mesmo o desprestígio por parte dos professores mais experientes em relação ao graduado em EaD.Faculdade de Educação - Universidade de Brasília2020-08-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3206910.26512/lc.v26.2020.32069Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32069Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e32069Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e320691981-04311516-489610.26512/lc.v26i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/32069/27082https://periodicos.unb.br/index.php/linhascriticas/article/view/32069/32028Copyright (c) 2020 Flavia Aparecida Machado Fortes, Adair Mendes Nacaratohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMachado Fortes, Flavia AparecidaMendes Nacarato, Adair2022-02-09T11:31:59Zoai:ojs.pkp.sfu.ca:article/32069Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-09T11:31:59Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv The tensions of the beginning of the teaching career
Las tensiones del inicio de la carrera docente
As tensões do início da carreira docente
title The tensions of the beginning of the teaching career
spellingShingle The tensions of the beginning of the teaching career
Machado Fortes, Flavia Aparecida
Pedagogia
Educação a Distância
Formação
Inserção na carreira docente
Narrativas
Pedagogía
Educación a distancia
Formación
Inserción en la carrera docente
Narrativas
Pedagogy
Distance Education
Training
Entry into the teaching career
Narratives
title_short The tensions of the beginning of the teaching career
title_full The tensions of the beginning of the teaching career
title_fullStr The tensions of the beginning of the teaching career
title_full_unstemmed The tensions of the beginning of the teaching career
title_sort The tensions of the beginning of the teaching career
author Machado Fortes, Flavia Aparecida
author_facet Machado Fortes, Flavia Aparecida
Mendes Nacarato, Adair
author_role author
author2 Mendes Nacarato, Adair
author2_role author
dc.contributor.author.fl_str_mv Machado Fortes, Flavia Aparecida
Mendes Nacarato, Adair
dc.subject.por.fl_str_mv Pedagogia
Educação a Distância
Formação
Inserção na carreira docente
Narrativas
Pedagogía
Educación a distancia
Formación
Inserción en la carrera docente
Narrativas
Pedagogy
Distance Education
Training
Entry into the teaching career
Narratives
topic Pedagogia
Educação a Distância
Formação
Inserção na carreira docente
Narrativas
Pedagogía
Educación a distancia
Formación
Inserción en la carrera docente
Narrativas
Pedagogy
Distance Education
Training
Entry into the teaching career
Narratives
description This article analyzes the narratives of five teachers at the beginning of their careers, who studied Pedagogy through a Distance Education (DE) program. It aims to analyze the reflective process of the teacher, the teacher's professionality and the tensions experienced in the process of insertion in the teaching career. The narrative interview, with a reference to the biographical method, was used for the production of the data. Entry into the profession is accompanied by situations that generate tensions and insecurities about how to carry out the daily activities inherent to teaching. It also reveals the lonely work of the teacher and even the way in which the more experienced teachers discredit the distance education graduate.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-20
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://periodicos.unb.br/index.php/linhascriticas/article/view/32069
10.26512/lc.v26.2020.32069
url https://periodicos.unb.br/index.php/linhascriticas/article/view/32069
identifier_str_mv 10.26512/lc.v26.2020.32069
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/32069/27082
https://periodicos.unb.br/index.php/linhascriticas/article/view/32069/32028
dc.rights.driver.fl_str_mv Copyright (c) 2020 Flavia Aparecida Machado Fortes, Adair Mendes Nacarato
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Flavia Aparecida Machado Fortes, Adair Mendes Nacarato
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32069
Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e32069
Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32069
1981-0431
1516-4896
10.26512/lc.v26i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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