WELCOMING CHILDREN’S EDUCATION NOVICE TEACHERS: an analysis of the Knowledge State

• Autor(a) principal: Basso, Crislaine Vargas
• Data de Publicação: 2024
• Outros Autores: Pagliarin, Lidiane Limana Puiati
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/14995
• topic: Estado do Conhecimento; Acolhimento; Educação Infantil; Knowledge State; Welcoming; Children’s Education

The beginning of a teaching career is a moment of many worries and uncertainties. That first contact with the pedagogical environment may leave marks that will probably influence the decision about continuing or giving up on the teaching profession, reinforcing, even more, the importance of being assisted and monitored by the pedagogical team from a teaching institution. Considering such or challenge, the present work aims to identify situations of welcoming and monitoring novice teachers who work in Children’s Education. Besides that, the present study proposes to expatiate the current Knowledge State, analyzing the scientific production about the topic in the theses and dissertations available at the Brazilian Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Sciences and Technology (BDTD/IBICT). For this purpose, the collected bibliography went through a first analysis called “fluctuant reading” of its abstracts and, was subsequently, organized in the following stages: annotated bibliography, systematized bibliography, and categorized bibliography. The descriptors Novice Teacher and Children’s Education were used in the research, resulting in 31 entries consisting of, 23 dissertations and eight theses. After a more meticulous selection, seven bibliographies were selected for the study. Two categories were created: Monitoring and continuing education and Challenging moments. In short, welcoming novice teachers may be decisive for their choice to continue in the profession, their professional development, and even reflecting on their very constitution as teachers.