Resumo

CIRIACO, Klinger. RESEARCH ITINERARIES WITH bEGINNING TEACHERS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.71, pp.200-218.  Epub 22-Abr-2024. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p200-218.

In this text, I analyze the itinerary of three studies that had, at the core of their objectives, the concern to understand processes of professional initiation at different levels of education. The aim is to reveal conditions and rationales emerging from difficulties in entering a career and remaining in teaching. The objective is to reveal conditions and rationales arising from the difficulties of entering the career and remaining in the teaching career. The works analyzed were developed from reflections and actions of the Study and Research Group on Beginning of Teaching and Mathematics Teaching (GEPIDEM/CNPq) linked to the Federal University of Mato Grosso do Sul (UFMS), in Brazil. The theoretical framework covers issues from the field of initial training, problems and perspectives of the first years of the career. The methodology used was qualitative research, of a descriptive-analytical type, in which questionnaires, written narratives, as well as semi-structured interviews were adopted. The results indicate that the teachers’ induction phase needs to be seen as a collective project, in the sense that the young teacher needs to have the support of both the school and his more experienced colleagues to “survive” the beginning of his professional activity.

Palavras-chave : teacher training; early career; teaching challenges; surveys with beginning teachers.

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