Docência nos anos iniciais do ensino fundamental: primeiras experiências profissionais

Abstract

The first years of the teaching career are capable of defining the way of being and being in the profession, as well as establishing commitment to work or dropping out of teaching. In this context, the objective of this research was to analyze the teaching conception of teachers in the initial grades of Elementary School, taking into account their first approximations with the teaching activity and the perspective of professional evolution of these teachers, identified by us as beginners of a school municipal. In order to better understand the professional development and, in particular, the life cycle of the teachers, we use as a basic reference the work of Michael Huberman (1992), who defined each stage / phase that makes up this process. In addition to Huberman (1992), we sought as a theoretical contribution Gabardo and Hobold (2011), Zucolotto (2014), Nóvoa (1992), Tardif (2002), among others. In order to reach the objective of this research, we carried out a bibliographic and field study. The field research was carried out by means of a questionnaire and counting on the participation of six beginning teachers of a municipal school of education. The criterion of choice was the time of professional experience of a maximum of three years of exercise in the function. The results show that some participating teachers understand teaching as a vocation and highlight the love of children as a motivational factor for the choice of profession, and others understand the profession as a way to change the world and to form citizens. Another point to highlight is that all teachers show interest in continuing in the profession. In relation to the teaching life cycle of Huberman (1992), not all of them are in the expected stage of the first three years of teaching, which would be the "Entry into the Career" phase, since three of the six participating teachers are in the "Stabilization" and two of them towards the "Diversification" phase. We also emphasize the fundamental support and follow-up to be given to these teachers in the initial phase, to remain and evolve in teaching with commitment and appropriate training for such a relevant work, from initiatives of peers and school managers to the definition of a policy Network with Institutional Programs for this purpose.