Resumo

ALMEIDA, Maria Isabel de; PIMENTA, Selma Garrido  e  FUSARI, José Cerchi. Socialization, professionalization and the work of novice teachers. Educ. Rev. [online]. 2019, vol.35, n.78, pp.187-206.  Epub 19-Nov-2019. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.66134.

The present article starts by inquiring how the modes of professional insertion of beginning teachers have impacted their professional lives. To find answers to this question, we investigated the ways in which the insertion of new graduates from a public university is carried out when they start their careers as teachers in the public-school systems of the state of São Paulo, Brazil. We interviewed 20 beginning teachers from different areas of knowledge who were working in public schools in the first five years after graduation. The categories of analysis were professional socialization, teacher professionalization and teachers’ work. The text seeks to understand how the beginning teachers join the teaching careers, learn from the profession, establish relationships with work partners, approach the professional environment, get inserted in the public system schools, deal with the teaching conditions, get the motivation for joining and staying in the career, and deal with difficulties and expectations regarding the professional future. The qualitative data obtained in the semi-structured interviews were analyzed at the confluence with the literature on the subject and in the light of the critical-dialectic conception, which allowed us to highlight the complexity and contradictions of the processes of socialization and professionalization, as well as of the teachers’ work.

Palavras-chave : Beginning teacher; New graduate teachers; Teaching conditions; Professional hosting.

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