A rede municipal de ensino e suas articula??es frente ? inser??o de professores(as) iniciantes : o caso de Mariana-MG.

Abstract

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto.Na atualidade discute-se recorrentemente a forma??o de professores e as nuances que permeiam essa tem?tica. Observamos, em estudos acad?micos, que esse assunto vem sendo cada vez mais discutidos nos ?ltimos anos, numa tentativa de responder ?s demandas do campo educacional e da forma??o dos profissionais da Educa??o B?sica. Este trabalho teve como objetivo identificar a partir das narrativas das professoras iniciantes e das assessoras da Secretaria Municipal de Educa??o - SME da cidade de Mariana-MG quais s?o as suas percep??es e aprendizagens constru?das no inicio da carreira. Nosso aporte te?rico baseou-se nas discuss?es apresentadas por Huberman (2000), Garcia (1999), N?voa (1999), Josso (2002), entre outros, e em um mapeamento sist?mico das pesquisas sobre os professores iniciantes e sua inser??o docente no Cat?logo de Teses e Disserta??es da Capes, nos ?ltimos 10 anos (2009-2018). Para compreender o processo de inser??o ? doc?ncia dos professores da Educa??o Infantil e dos Anos Iniciais do Ensino Fundamental, selecionamos duas escolas: uma localizada na sede administrativa da cidade de Mariana-MG e a outra no distrito de Passagem de Mariana-MG. Empregamos, neste trabalho, uma abordagem qualitativa das subjetividades evidenciadas nas narrativas (auto)biogr?ficas dos colaboradores da pesquisa. Para a produ??o de dados, optamos pela utiliza??o de um question?rio composto por quinze quest?es que foram respondidos pelas professoras iniciantes com o intuito de tra?as o perfil dessas colaboradoras. Em seguida realizamos entrevistas epis?dicas de forma remota pela plataforma Google Meet com as professoras iniciantes em dias e hor?rios agendados previamente com a inten??o de promover nessas colaboradoras da pesquisa uma reflex?o, um resgate de epis?dios que as constituem, de epis?dios que biografam o seu processo de inser??o profissional. Posteriormente realizamos com as assessoras, da Educa??o infantil e dos Anos Iniciais do Ensino Fundamental da Secretaria Municipal de Educa??o da cidade de Mariana-MG, tamb?m de forma remota e individual, entrevistas semiestruturadas direcionando com quest?es que trataram da inser??o docente. Deste modo, pautado nas narrativas das colaboradoras da pesquisa emergiram as seguintes categorias que s?o analisadas nesta pesquisa: (I)das narrativas das professoras iniciantes: profiss?o docente, sentimentos em rela??o ao in?cio da doc?ncia, processo de designa??o e processo seletivo para atuar como docente, inser??o docente e acolhimento, desafios do ensino remoto para os iniciantes e a??es para os professores iniciantes.(II)das narrativas das assessoras da Educa??o Infantil e dos Anos Iniciais do Ensino Fundamental: profiss?o docente, in?cio da doc?ncia, acolhimento docente, sentimentos no in?cio da doc?ncia, processo de contrata??o, e a??es voltadas para os iniciantes.Os dados demonstraram que o in?cio da carreira docente ? um per?odo do desenvolvimento profissional muito desafiador e que, no munic?pio de Mariana-MG, existem forma??es pontuais voltadas para todos os professores no in?cio do ano letivo, n?o especificamente para os iniciantes, mas para todos os contratados. Portanto, n?o existem a??es ou programas estruturados para essa etapa da carreira docente neste munic?pio. As narrativas das colaboradoras da pesquisa expressam que a demanda desse tipo de a??o ? algo recente, considerando-se que foi a partir do ano de 2018 que a rede come?ou de fato a receber professores iniciantes. Em suma, em fun??o de um di?logo mais amplo com as colaboradoras da pesquisa,nossos resultados mostram que ? pertinente pensar nessa etapa inicial da carreira, uma vez que muitos profissionais podem desistir de atuar devido ?s dificuldades encontradas nesse per?odo da profiss?o docente.Currently, teacher education and the nuances that permeate this theme are recurrently discussed. We have observed, in academic studies, that this subject has been increasingly discussed in recent years, in an attempt to respond to the demands of the educational field and the training of Basic Education professionals. This work aimed to identify from the narratives of beginning teachers and advisors of the Municipal Education Department - SME in the city of Mariana-MG what are their perceptions and learning built at the beginning of their career. Our theoretical contribution was based on the discussions presented by Huberman (2000), Garcia (1999), N?voa (1999), Josso (2002), among others, and on a systemic mapping of research on beginning teachers and their teaching inclusion in the Catalog of Capes Theses and Dissertations, in the last 10 years (2009-2018). In order to understand the process of insertion into the teaching of Kindergarten and Elementary School teachers, we selected two schools: one located in the administrative headquarters of the city of Mariana-MG and the other in the district of Passagem de Mariana-MG. In this work, we employ a qualitative approach to the subjectivities evidenced in the (auto)biographical narratives of the research collaborators. For the production of data, we chose to use a questionnaire composed of fifteen questions that were answered by beginning teachers in order to outline the profile of these collaborators. Then, we carried out episodic interviews remotely through the Google Meet platform with beginning teachers on days and times previously scheduled with the intention of promoting in these research collaborators a reflection, a rescue of episodes that constitute them, of episodes that biography their process of professional insertion. Subsequently, we carried out semi-structured interviews with the advisors, from Child Education and from the Early Years of Elementary Education of the Municipal Education Department of the city of Mariana-MG, also in a remote and individual way, directing them with questions that dealt with teaching insertion. Thus, based on the narratives of the research collaborators, the following categories emerged, which are analyzed in this research: (I) from the narratives of the beginning teachers: teaching profession, feelings about the beginning of teaching, designation process and selection process to act as a teacher , teaching insertion and reception, challenges of remote teaching for beginners and actions for beginning teachers.(II) of the narratives of the advisors of Kindergarten and of the Early Years of Elementary School: teaching profession, beginning of teaching, teaching reception, feelings in beginning of teaching, hiring process, and actions aimed at beginners. The data showed that the beginning of the teaching career is a very challenging period of professional development and that, in the municipality of Mariana-MG, there are specific training courses aimed at all teachers at the beginning of the school year, not specifically for beginners, but for all contracted. Therefore, there are no actions or structured programs for this stage of the teaching career in this city. The narratives of the research collaborators express that the demand for this type of action is something recent, considering that it was from the year 2018 that the network actually began to receive beginning teachers. In short, due to a broader dialogue with the research collaborators, our results show that it is pertinent to think about this initial stage of the career, since many professionals may give up working due to the difficulties encountered during this period of the teaching profession

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REPOSITORIO INSTITUCIONAL DA UFOP

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Last time updated on 28/09/2021

This paper was published in REPOSITORIO INSTITUCIONAL DA UFOP.

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