Resumo

CAVALCANTE, Maria Mikaele da Silva  e  FARIAS, Isabel Maria Sabino de. Remaining in teaching: what beginner teachers egresses from Pibid reveal?. Rev. Educ. Questão [online]. 2020, vol.58, n.58, e-22474.  Epub 16-Out-2020. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2020v58n58id22474.

This article analyzes the process of professional insertion and its relation with the prospects of permanence or withdrawal from teaching profession among beginner teachers, egresses from the Institutional Program of Teaching Initiation Scholarship (Pibid, the acronym in Portuguese) of the Pedagogy course of a Northeastern Brazilian university. The theoretical framework was based on the studies of Garcia (2010), André (2012, 2015), Nóvoa (2009) and Darling-Hammond (2014), among others. The study, of a qualitative and empirical nature, resorted to the use of interviews as a data collection procedure. Beginner teachers indicate positive expectations regarding the permanence in the teaching career, while they also complain about the loneliness experienced at the beginning of their career. The research findings reinforce the argument of researchers in the area of teacher formation adopted as references, who consider the first years of initiation to the profession decisive in the teacher's professional history. In this way, they confirm the importance of support for beginner teachers, an urgent and necessary demand within the scope of public educational policies.

Palavras-chave : Teaching; Permanence; Beginner Teacher; Pibid.

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