INÍCIO DA DOCÊNCIA: DESAFIOS VIVENCIADOS PELOS PROFESSORES EGRESSOS DAS LICENCIATURAS DA UNIFAL-MG

Abstract

This article focuses on issues related to the beginning of the teaching profession and its impasses. To help us weave this work, we used as theoretical references authors who work with the themes “Beginning Teacher”, “Teacher Professional Development” and “Initial and Continuing Teacher Training”. They are: João Formosinho; Maurice Tardif; Maria Assunção Flores; Michaël Huberman; among other authors. Some questions guided the discussion, such as: knowing the challenges experienced by teachers at the beginning of their careers, what are the overcoming mechanisms developed by teachers in the face of challenges experienced at the beginning of their careers and what teachers' perception is regarding the initial training process and continued. In this sense, the work's central objective is to identify the challenges experienced by teachers graduating from undergraduate courses at UNIFAL-MG and also to verify how initial and/or continued training contributes to facing such challenges. The methodology used is qualitative in nature, with a perspective on constructive interpretation, whose data were obtained through the analysis of a questionnaire made available to graduates. In accordance with the construction of meaning cores, we carried out analyzes and interpretation of data, observing that teaching work resists the oppressive forces faced by educators, especially challenging issues that are related not only to teaching, but also to the construction of the teaching itself. teacher's identity. These challenges are experienced especially by beginning teachers, whose beginning of their career is often marked by a lack of support, whether from colleagues or the institution's own management, often making them give up their career or work as much as possible. We therefore conclude that teaching professional development does not only depend on external factors, such as initial teacher training, but also on issues related to the dynamics of the institution in which one works, especially the educational system as a whole. That is, we need to think more about this beginning teaching professional, so that he can find subsidies, within school institutions, through public policies, that can help him, not only at the beginning of his teaching activity, but also throughout his entire career as a teacher.