Abstract

CASSAO, Pamela Aparecida  and  CHALUH, Laura Noemi. From solitude of teaching to collective work at schools: Reports of beginning teachers. Educ. Puc. [online]. 2018, vol.23, n.2, pp.191-207. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n2a3863.

This paper presents part of the master’s degree research of Pamela Aparecida Cassão that analyzed which signs of distinctness are present at the beginning of the teaching profession to identify how they affect the future teacher. The events experienced by the beginning teachers and their contributions to the teachers’, considering the relationships established with others while at school, were part of the research focus. The locus of the research consisted of a group of ten beginning teachers to exchange teaching experiences. Seven meetings were held addressing seven themes related to the teaching profession. This qualitative research was based on the socio-historical perspective of Maria Teresa de Assunção Freitas. The collective interviews of Sonia Kramer were used as a tool to produce data and the analysis was based on the indicial paradigm of Carlo Ginzburg. As a result, it was possible to indicate eleven signs of distinctness present in the teaching’s constitution of the participants and, from them, reflect on new proposals for teacher training, considering the close relationship between distinctness and professionalism. In this study, we will treat a recurrent sign of distinctness in the discourse of the research participants: the solitude of teaching and from it, reveal the need to perform work in school effectively collective.

Keywords : Distinctness; Dialogue; School; Pedagogical experience; Teacher training.

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